middle school education (grades 5-9) - brescia university · orientation), the director’s...

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Middle School Education (Grades 5-9)

F e b r u a r y 2 0 1 5

Brescia University Cataloghttp://www.brescia.edu/_uploads/2014-

2016-catalog.pdf

http://www.brescia.edu/_uploads/2014-2016-catalog.pdf

http://www.brescia.edu/_uploads/2014-2016-catalog.pdf

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1. Table of Contents Program Experiences .............................................................................................................................................................. 2

Conceptual Framework ....................................................................................................................................................... 2

Conceptual Framework Model ........................................................................................................................................... 4

Course Relationship to Conceptual Framework ................................................................................................................. 5

Continuous Assessment Plan .............................................................................................................................................. 9

Alignment with Kentucky Teacher Standards ................................................................................................................... 14

Content Standards ................................................................................................................................................................ 16

Professional Courses ......................................................................................................................................................... 16

Specific Program Courses .................................................................................................................................................. 19

MIDDLE SCHOOL TEACHING AREA IN ENGLISH ............................................................................................................ 19

MIDDLE SCHOOL TEACHING AREA IN MATHEMATICS .................................................................................................. 22

MIDDLE SCHOOL TEACHING AREA IN SCIENCE ............................................................................................................. 23

MIDDLE SCHOOL TEACHING AREA IN SOCIAL STUDIES ................................................................................................ 26

SPAs ................................................................................................................................................................................... 27

TABLE 4.1 Association of Middle Level Educators (AMLE) ............................................................................................ 27

4.3 National Council for the Teachers of English/NCTE ................................................................................................ 29

Table 4.5 National Council for the Teachers of Mathematics/NCTM ........................................................................... 32

4.7 National Science Teachers Association/NSTA ......................................................................................................... 36

4.9 National Council for the Social Studies/NCSS ......................................................................................................... 38

Kentucky P-12 Curriculum ..................................................................................................................................................... 44

EPSB Themes ......................................................................................................................................................................... 49

Program Faculty .................................................................................................................................................................... 53

Syllabi .................................................................................................................................................................................... 53

Required Education Courses ............................................................................................................................................. 53

Required Content Area Courses/Sampling ....................................................................................................................... 53

Curriculum Contract(s)/Guide Sheet(s)................................................................................................................................. 54

Program Experiences

Conceptual Framework The model of the atom as the visual display for the School of Education (SOE) existed through Spring semester 2012.

During the annual retreat in August of 2012, SOE faculty engaged in program self-study, a discussion lead to the development of a proposed new conceptual framework and visual representation of the model. Early in the Fall semester 2012, SOE faculty through examination of current practice and philosophy decided existing Conceptual Framework (CF) was no longer applicable. The mission statement was revised and a new visual model for CF was developed. Input on the proposed changes came from faculty and a special focus group comprised of teacher education candidates and University administration obtained to provide visual clarity. Based on recommendation a revised version

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was presented to Teacher Education Advisory Committee (TEAC). With TEAC’s input, further revisions were made to the visual model which was subsequently approved by TEAC.

The new mission statement is “Brescia University School of Education candidates are challenged to become

Professional Educators committed to Ethics, Advocacy, Service and Lifelong learning.” The visual model is that of a teacher candidate as a home- a professional educator- equipped with knowledge and skills supported by the pillars of ethics, advocacy, service, and lifelong learning. This “home” of the professional educator rises from the soil of Brescia University’s mission and its Educational Outcomes. The cross placed above the door symbolizes the Catholic liberal arts institution founded in the Ursuline tradition of personal and social transformation through education. The teacher candidate enters the Professional Educator “home” by means of the four steps of the Brescia Difference: Respect for the Sacred, Devotion to Learning, Commitment to Growth in Virtue, and Promotion of Servant Leadership. Kentucky Teacher Standards and the Specialty Professional Associations (SPA) standards provide the “floor” which is the professional foundation. Upon completion of the degree, symbolized by the arched window at the top of the model, Brescia’s teacher education graduates leave Brescia and enter their professional careers through the archway. However, the graphic clearly illustrates the SOE belief that the entire structure would not exist without the four entryway steps, the foundational floor, and the soil that either supports it or provides access to it. While not depicted, the image of the home carries implicit connections to its partners in terms of families, colleagues, and the larger society. The elements of ethics, advocacy, service, and lifelong learning continuously transform the level of knowledge and skills of the professional educator. Both the collaboration required in a neighborhood community and the diversity of residents and workers within modern neighborhoods give additional depth to the image. Through the doors are the living workings of the house.

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Conceptual Framework Model

Brescia University School of Education Program

Brescia University School of Education candidates are challenged to become Professional Educators committed to

Ethics, Advocacy, Service, and Lifelong Learning.

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Course Relationship to Conceptual Framework The Middle School Education Program is a 128 hour program that leads to a Bachelor of Science (BS) degree with two

content area specialties. Upon completion of the Kentucky Teacher Internship Program (KTIP), program completers earn

initial teacher certification for grades 5-8.

The SOE Middle School Education candidates are provided with a strong rational and ethical foundation which guides their preparation as future educators. The Brescia mission that constitutes “the Brescia Difference”: Respect for the Sacred, Devotion to Learning, Commitment to Growth in Virtue, and Promotion of Servant Leadership blends with the School of Education Conceptual Framework. This commitment to excellence is based on the Brescia University Teacher Education Conceptual Model Framework for teacher preparation. This model framework challenges middle school education candidates to become professional educators committed to ethics, advocacy of their students, to instilling in their students a service commitment for others, and to challenge them to become lifelong learners. The goals, course content, programmatic emphasis, conceptual framework, Kentucky Teacher Standards, Specialty Professional Associations, and diversity proficiencies have been developed in collaboration. SOE Middle School candidates learn to develop programs to further middle level student success in mastery of the Kentucky Core Academic Standards. The Middle School Education program also provides many opportunities for its candidates to actively participate in community service. The unit employs a face-to-face (on ground) delivery model that equips candidates with the training and skills necessary to help them to develop scholarly curiosity and collaborate in the delivery of innovative instructional techniques. The Middle School Education Program (course work, field experiences, and clinical practice) also helps candidates to understand and practice tenets of the conceptual framework and the following School of Education professional dispositions: ethics, advocacy, service, and lifelong learning. Middle School Education candidates learn to design and plan instruction, create and maintain positive learning environments, implement and manage instruction, assess and communicate learning results, and reflect on teaching and learning in ways to help them develop experiences that positively impact on student learning and mastery of the Kentucky Core Academic Standards. The Middle School Education Program also provides opportunities for its candidates to actively participate in course-related field experiences and community service. Close alignments exists among the Middle School Education Program and 1) the Conceptual Framework, 2) Kentucky Teacher Standards, 3) Specialty Professional Associations standards, and 4) Education Professional Standards Board Themes. Alignments also exist among the Middle School Education Program and the mission, goals, values, and the vision of the institution.

DIVERSITY and CLOSING THE ACHIEVEMENT GAP: The University as a whole and the SOE in particular consider diversity an important value as evidenced in one of its Educational Outcomes, the Human Welfare Value. It is expected that all Brescia graduates, “respect individual differences” and “appreciate diversity of culture.” Middle School candidates are provided many opportunities to experience cultural diversity through field experiences (See Field Handbook) and academic courses such as Geography, Philosophy, and History. A solid background in the liberal arts along with a strong commitment to service and advocacy ensures that candidates will actively participate in many culturally diverse activities; many of which are on campus and co-curricular. Within the context of diversity and closing the achievement gap, the Middle School candidates are acutely aware of the relationship between “regular education” and needs of special populations. Diversity and closing the achievement gap are addressed formally in Teaching Diverse Populations of Children and Youth (Edu 255), a required course. It is in this course that Middle School candidates become cognizant of their role and responsibilities in serving all students. Course related field experience placements ensure that candidates actively participate in culturally diverse activities in schools, in other settings where academic experiences exist, and in co-curricular activities on campus. The needs of diverse student populations and effective ways to close the learning gap for those students are further addressed in middle school methods courses ( Edu 322 Teaching Reading Content Area, Edu 326 Teaching Lang Arts in Content Area, content specific area methods, Edu 435 Clinical Practice: 5-9 and Edu 416 Practicum) . These courses via micro teaching encompasses the use of KTIP forms Task A-1, Task A-2, and Task C, in which all lesson plans created must consider students’ learning characteristics in their lesson delivery and assessment. In Edu 301 as well as the methods courses, candidates are provided with specific case studies requiring diversified instruction. The SOE Clinical Practice evaluation form (Edu #12 & Edu #13) includes the assessment of the level at which a candidate plans “for learning and

http://www.brescia.edu/_uploads/Field-Handbook1.pdf

http://www.brescia.edu/_uploads/Field-Handbook1.pdf

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cultural diversity,” “guides student understanding from various perspectives,” and “uses multiple assessments” that would respect different learning styles. Middle School Candidates actively reflect on diversity and closing the achievement gap in their quest to be professional educators. The teaching of writing is addressed in Edu 326 Teaching Language in the Content Area. Catalogue course description for this course implies writing as an element of language arts. Syllabi for this course indicates teacher candidates are: 1) to gain depth of understanding of the relationship between successful reading and writing and 2) to focus on the importance of writing, rubrics, conferencing, prewriting, and writing development.

DISPOSITIONS: Ethics, advocacy, service, and lifelong learning are the professional disposition that candidates and program completers are expected to know and demonstrate. The key components of the SOE’s professional educator is defined by a commitment to ethics, advocacy, service, and lifelong learning, and depend on their appropriate expression upon the teacher candidates’ internal dispositions for teaching. Rooted in the works of Angela Merici, and contemporary authors such as Revell and Arthor, 2007, Johnson, 2008, and Manos, 2007, awareness of dispositions is necessary for one to become an effective educator. Middle School Education at Brescia emerges from the founding by Ursuline Sisters who are committed to the Ursuline approach to education which focuses on the commitment to the whole person and the power of education to transform each person and thus society. SOE teacher candidates are immersed in a setting permeated with strong, positive teacher dispositions and are expected to explore their own dispositions through individual and group reflection activities through reflective journaling following field experiences with children and professionals in educational settings, and through developing and evaluating their own philosophies of education. The SOE in collaboration with the Director of Mission Effectiveness builds an understanding of the Ursuline Educational Tradition from Italy in 1535 to present day. Throughout their program, teacher candidates explore the eleven values which permeate the Ursuline Legacy of Teaching and Learning. The Legacy is introduced during BU orientation to all BU students. Annual SOE Fall Convocations provide opportunities for awareness of and reflection on how those values relate directly to teaching and learning in the 21st century. In Edu 204, Introduction to Education (or Edu 108 Orientation), the Director’s presentation concentrates on St. Angela Merici in her role as Teacher. The Director’s final presentation at the Clinical Practice Seminar interconnects with the candidates’ maturity as a professional educator. The presentation allows for a deeper understanding of the Ursuline Legacy of Teaching and Learning. This culminating experience bridges the application of St Angela’s values from antiquity to the present and beyond. TECHNOLOGY: Brescia University is committed to providing the technological capabilities necessary for its students to be successful in their majors by requiring Eng 102 Writing II and offering IdC 100 Introduction to Information Resources. Technology is a critical component the SOE mission of becoming professional educators committed to ethics, advocacy, service, and lifelong learning. Middle School Education candidates must demonstrate competency in their classes that will ensure their future students will have the level of skills required for lifelong learning. Technology Application and Integration in Education, Edu 246, is a core education requirement designed to develop digital-age learning experiences and assessments. Edu 246 includes computer-enhanced instruction that reflects the ability to demonstrate and evaluate the appropriate use of technology in their field experiences, data collection, multimedia presentations, and clinical practice as it impacts learning opportunities. Implementation Technology is evidenced in lesson plans throughout the candidates’ course work. During micro teachings incorporation of technology is required (Edu # 12/13 section: Designs/Plans and Implements/Manages Instruction (f)). Competence in KTS 6: The Teacher Demonstrates the Implementation of Technology is evidenced in the candidates’ Application to Clinical Practice and culminating Clinical Practice portfolios.

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Table 1: Conceptual Framework Relationship to Middle School Professional Courses

Conceptual Framework

Strands

Signature Assignments Ethics

Advocacy Service Lifelong Learning

Courses Related Experiences

Edu 108 Orientation to

School of Education or Edu 204 Introduction

to Education

KTIP lesson plan &

Dispositional paper

Discussion and reflection on role of teacher as ethical professional

Examination of the implication of legal matters relating to education, schools, and teachers

Evaluation of various resources available to teachers, including technology

Realization that the teaching profession requires lifelong learning

EDU 246 Technology

Application and Integration in

Education

Completion of a

culminating project

involving

development of a

summative learning

digital experience

Digital ethics and digital citizenship curricula

Exposure to technology solutions which help candidate advocate for students on manageable scale

Technology solutions that promote service learning projects for students

Strategies that promote a thirst for knowledge while leveraging available technologies as a catalyst

EDU 255 Teaching Diverse

Populations of Children and

Youth

Compile a Research-based Resource File. The file contains 15 category folders in specific areas of diversity present in P-12 student populations.

Understanding the goal of insuring access to general curriculum for all students with exceptional needs

Awareness of the procedures for accessing and the provision of appropriate administrative and educational services, adaptations, and advocacy for persons with exceptional needs

Familiarization with procedures for assessing and the role of related services in special education

Compilation and synthesizing a resource file on various areas of disabilities

Psy 300

Developmental

Psychology

Exams,

developmental

periods/theorists

major paper

Demonstration of understanding of human growth and development

Familiarization of developmental stages womb-tomb, theories of development impacting physical, cognitive, social and personality domains

Awareness of the importance of the uniqueness of the individual

Researching and presenting topics on developmental psychology

EDU 301 Growth Learning and Development

Review of a recent

journal article that

refers to Human

Growth,

Development, and

Learning Theory.

Demonstration of understanding of human growth and development

Familiarization of learning theory in the classroom

Completion of field hour requirements

Application of knowledge in relating field/real-life experiences through field reflections

EDU 315 Adolescent Literature

Literature Lesson

Plan

Classroom policy on plagiarism, courtesy, respect, attendance

Encouragement of membership in KRA, IRA

Field Hours Exposure to professional journals, associations

EDU 322 Teaching Reading

in the Content Area

35 Reading

Strategies

Attendance, Academic Integrity, and Student Accommodation Standards follow the

Matching differentiated instructional models/techniques

Exploration and design of KTIP leadership

Participation in professional development opportunities as they

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Strands




Brescia University guidelines set forth in the handbook

and practices to individual student needs.

opportunities suited to individual students

arise in the educational community are taken advantage of by students

EDU 324 Teaching

Mathematics

Mathematics unit

aligned with KCAS

Mathematics

Research and exploration of issues relating to diversity, equity, problem solving, attitudes to mathematics and the teaching of mathematics for all students

Demonstration of how different learning styles impact on student learning

Completion of required field placement experiences

Identification and explanation of the origins of some of the common mathematical difficulties and misconception experienced by children

EDU 326 Teaching LA

In the Content Areas

Integrated Lesson

plan aligned with

KCAS ELA standards

and content

standards

Identification of the components of a language arts curriculum/literacy skills

Application of the stages of development of literacy skills in elementary schools

Development of lessons that meet the literacy needs of groups and individuals

Research literature in language arts curriculum instruction

EDU 328 Teaching Social

Studies

Develop series of

Lesson Plans

aligned with KCAS

SS standards

Composition of research on value/character education

Consideration and reflection on different theories on how children learn, and how they apply to elementary school

Identification of leadership opportunities that enhance student learning and/or professional environment of the school

Exploration of a websites related to social studies and its utilization in the classroom

EDU 329 Teaching Science

KCAS science

aligned lesson plans

Create developmentally appropriate science lessons, using direct instruction, guided discovery learning, and problems centered learning

Consideration and reflection on different theories on how children learn, and how they apply to elementary school

Identification of leadership opportunities that enhance student learning and/or professional environment of the school

Development of webliography/bibliography

EDU 412 Curriculum &

Classroom Management for

the Middle Grades

Classroom management plan

Awareness of how ethnicity impacts both behavior and learning

Development of assessment tools to assess scholastic progress

Completion of field hour service

Researching discipline issues such as bullying, fighting, violence in schools, and parental involvement

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Strands




EDU 416 Practicum –

Middle School

Course

requirements:

reflection

(journals/mid & final

self-evaluations),

Lesson plans,

Assessment, PGP

Compliance with Code

of Ethics

Demonstration ability

to assess student

learning and analysis

of data

Completion of at least

50 hours of field

service

Application of

professional readings

EDU 435 Clinical Practice: Middle School,

Grades 5-9

Portfolio

requirements:

reflection

(journals/bi-weekly

self-evaluations)

Lesson plans,

Assessment, PGP

Incorporation of literacy across content areas

Creation and implementation of appropriate instruction within a developmental and curricular framework

Development and implementation of leadership project KTS #10

Demonstration of growth through self-reflection evidenced by journals.

Continuous Assessment Plan

The Continuous Assessment Plan (CAP) of The School of Education identifies competencies that a professional

educator must demonstrate: content/professional/pedagogy, technology, assessment, dispositions, and diversity.

Imbedded are the EPSB themes, AMLE, NCTE, NCTM, NCTS, NCSS, KTS, KCAS, and SOE dispositions. These five

strands are woven throughout the program and continuously monitored. This CAP is designed to ensure the candidate

meets stated expectations of the unit to become a professional educator committed to ethics, advocacy, service and

lifelong learning. The School of Education in fall of 2014 adopted TaskStream, a Learning Management System (LMS)

to track candidate performance. SOE expects candidates to progress in competency from Beginning to Developing to

Accomplished to Exemplary. Candidate competencies are tracked across four Levels: 1: Admission to the School of

Education Program, 2: Successful Completion of Course Work and Field/Clinical Placements, 3: Admission into

Clinical Practice, 4: Program Completion.

At Level 1, Admission to School of Education, students seeking to become 5-9 candidates are introduced to strand

competencies through SOE Professional Core Courses. The Professional Core Courses are: Edu 204 Introduction

to Education, Edu 255 Teaching Diverse Populations of Children and Youth, Psy 300 Developmental Psychology. In

order to attain candidate status students must: have earned a grade of “C” or better in the Professional Core Courses,

completed two of the three Professional Core Courses, maintained 2.75 GPAs-cumulative/SOE, pass PRAXIS I,

signed EPSB Code of Ethics statement, passed a background check, and completed the written and oral application

process. Instructors complete the Professional Dispositions and Skill Evaluation on all education students enrolled in

the Professional Core Courses and the technology foundation course Edu 246 Technology Application and

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Integration in Education. Signature Assignments in these courses and field supervisor evaluations are posted to

TaskStream and evidence a candidate’s competency in the strands through data obtained from internal and external

sources. Continuous monitoring of data regarding these requirements allows for early feedback on each student’s

ability to demonstrate Beginning level competencies in content/professional/pedagogy, technology, assessment,

dispositions, and diversity. This data provides the basis for the Teacher Education Advisory Committee (TEAC) to

determine that a student’s level of performance meets stated expectations including 16 KAR 5:020 for completion of

Level 1- Admission to School of Education and candidate status.

At Level 2, Successful Completion of Course Work and Field/Clinical Placements, 5-9 candidates continue

completion of General Education Requirements (GERs), the Specialty Area requirements and begin content/pedagogy

coursework. The required Field components become more interactive and diverse, progressing toward completion of

200 hours. (16 KAR 5:020 requirements). Edu 415 Practicum – Elementary serves as the culminating course

providing an intense experience allowing opportunity for evaluative observation(s) by SOE faculty, field supervisor,

and candidate. Evaluation of Signature Assignments in these courses, field supervisor evaluation, candidate self-

evaluations, and GPAs-cumulative/SOE evidences a candidate’s competency in the strands through data obtained from

internal and external sources. Signature Assignments form the required components of the candidate’s portfolio to

evidence their level of competence across the Kentucky Teacher Standards (KTS). Candidates complete initial and

annual Professional Growth Plan (PGP) which includes a self- assessment and action plan based on KTS. Data

obtained through these requirements are posted on TaskStream which allows for continued feedback on each

candidate’s demonstration of Developing level competencies in content/professional/pedagogy, technology,

assessment, dispositions, and diversity. SOE Data Manager and SOE faculty review of data provides basis for

determining that candidate meets stated expectations for completion of Level 2.

At Level 3, Admission into Clinical Practice, 5-9 candidates have completed methods course work except for Edu

435 Clinical Practice – Middle School. To submit an application for Clinical Practice a candidate must have: passed a

Federal Background check, maintained 2.75 GPAs-cumulative/ SOE or 2.75 in last 30 hours, have taken PRAXIS II

Specialty Exam and PLT, signed EPSB Code of Ethics statement, completed physical/TB skin test, met Field

requirements, and submit a summative portfolio. This portfolio demonstrates candidates’ performance levels on the

KTS for every indicator within each standard. Data obtained through these requirements allows for feedback on each

candidate’s demonstration of Accomplished level competencies in content/professional/pedagogy, technology,

assessment, dispositions, and diversity. This data provides the basis for the TEAC to determine that a candidate’s level

of performance meets stated expectations including 16 KAR 5:040 for completion of Level 3 Admission into Clinical

Practice.

At Level 4: Program Completion the capstone experience of the 5-9 curriculum is Edu 435 Clinical Practice- Middle

School during which candidates complete a fourteen week placement: seven weeks at the primary level and a seven

weeks at the intermediate level. During Clinical Practice, Cooperating Teachers, University Supervisors, and candidates

complete multiple formative evaluations and a summative evaluation is also completed by Cooperating Teachers.

Candidates submit a Clinical Practice Portfolio evaluated by Cooperating Teachers and University Supervisors

providing data from internal and external sources. Data obtained through these evaluations allows for feedback on each

candidate’s demonstration of Exemplary level competencies in content/ profession-al/pedagogy, technology,

assessment, dispositions, diversity and KTS. This data provides the basis to determine that a candidate’s level of

performance meets stated expectations for Program Completion of the 5-9 program. Data Manager, SOE faculty and

Registrar review of data provides basis for certifying completion of all requirements for a Baccalaureate degree in

Middle School Education and for determination of eligibility for initial Kentucky Teacher Certification. The SOE Data

Manager tracks: obtainment of statement of eligibility, acquisition of provisional/initial teaching license, subsequent

employment contract, completion of KTIP (or first year if not in Kentucky), and acquisition of a professional teaching

license. Graduation and professional employment evidence completion of Level 4- Program Completion.

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The Continuous Assessment Plan of the SOE regarding undergraduate candidates includes four, formal monitoring

points or Levels 1-4. Table 2 presents the core requirements of the continuous assessment plan of the School of

Education Middle School 5-9 program at Brescia University. These pieces of evidence formatively and summative

measure student performance and growth over time in the five strands of the SOE and are aligned with EPSB themes,

AMLE, NCTE, NCTM, NCTS, KTS, KCAS, and SOE dispositions. This continuous assessment plan is designed to

ensure the candidate meets stated expectations of the unit to become a professional educator committed to ethics,

advocacy, service and lifelong learning.

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Table 2: KTS Standards Alignment with Program Assessments

See Table 1: Conceptual Framework Relationship to Social Studies Education Professional Courses and Table 4: KTS Relationship with Social Studies Education Professional Education Requirements for identification of course specific Signature Assignments.

Level 1: Admission to School of Education - Beginning

Monitoring Assessments KTS

PRAXIS I GPA 2.75

Content/Professional/Pedagogy: Complete 2 out of 3 Professional core courses completed with Signature Assignments

Technology: Edu 246 Signature Assignment Assessment: Edu 204 Assessment section of Lesson Plan Rubric Dispositions: Interview (Edu #5A), Faculty Recommendations (Edu #4A) Professional Disposition & Skill Evaluation (Edu #4B) Diversity: Edu 255 Signature Assignment

P-12: 1,5,6,8,10 P-12: 6

P-12: 5 P-12:1,8,9,10 P-12:1,2,3,4,5,8

Level 2: Successful Completion of Course Work and Field/Clinical Placements - Developing

Monitoring Assessments KTS Alignment

GPA 2.75 Diverse Field/Experiences

Content/Professional/Pedagogy: Practicum Requirements,

Professional and Major course Signature Assignments, Field Supervisors, Candidate & SOE faculty Evaluations (Edu #12, #13), PGP

Technology: Technology section of Lesson Plan Rubric, Practicum Requirements , Field Supervisors, Candidate & SOE faculty Evaluations (Edu #12, #13), PGP

Assessment: Assessment section of Lesson Plan Rubric, Practicum Requirements , Field Supervisors, Candidate & SOE faculty Evaluations (Edu #12, #13), PGP

Dispositions: Field Evaluation (Edu #16), Field Supervisors, Candidate & SOE faculty Evaluations (Edu #12, #13), Practicum Requirements , PGP

Diversity: Diversity section of Lesson Plan Rubric, Practicum Requirements , Field Supervisors, Candidate & SOE faculty Evaluations (Edu #12, #13), PGP,

P-12: 1,5,6,8,10 P-12: 6

P-12: 5 P-12:1,8,9,10

P-12:1,2,3,4,5,8

Level 3: Admission into Clinical Practice - Accomplished


GPA 2.75 Federal Background Check Code of Ethics Physical/TB skin test 200 Field Hours and Requirements

Content/Professional/Pedagogy: Faculty Recommendations (Edu #26), Clinical Practice Application Portfolio (Edu #24), PGP

Technology: Technology section of Lesson Plan Clinical Practice Application Portfolio (Edu #24), PGP

P-12: 1,5,6,8,10 P-12: 6

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PRAXIS II Assessment: Clinical Practice Application Portfolio (Edu #24), Assessment section of Lesson Plan Rubric, PGP Dispositions: Clinical Practice Application Portfolio (Edu #24),

PGP

Diversity: Clinical Practice Application Portfolio (Edu #24), Diversity section of Lesson Plan Rubric, PGP

P-12: 5 P-12:1,8,9,10 P-12:1,2,3,4,5,8

Level 4: Program Completion - Exemplary


Completion of Clinical Practice Completion of Baccalaureate Degree Completion of KTIP Acquisition of Professional Teaching License

Content/Professional/Pedagogy: Cooperating Teacher, Candidate, & SOE faculty Evaluations (Edu #12, #13 #14), Clinical Practice Portfolio (Edu #30)

Technology: Cooperating Teacher, Candidate, & SOE faculty Evaluations (Edu #12, #13 #14), Clinical Practice

Portfolio (Edu #30)

Assessment: Cooperating Teacher, Candidate, & SOE faculty Evaluations (Edu #12, #13 #14), Clinical Practice

Portfolio (Edu #30) Dispositions: Cooperating Teacher, Candidate, & SOE faculty Evaluations (Edu #12, #13 #14), Clinical Practice

Portfolio (Edu #30)

Diversity: Cooperating Teacher, Candidate, & SOE faculty Evaluations (Edu #12, #13 #14), Clinical Practice Portfolio

(Edu #30)

P-12: 1,5,6,8,10 P-12: 6

P-12: 5 P-12:1,8,9,10 P-12:1,2,3,4,5,8

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Alignment with Kentucky Teacher Standards Within every syllabus for the professional courses in any School of Education Program, the Kentucky Teacher Standards

(KTS) are identified and linked with the course objectives, activities, and assessments. In this manner every student is

exposed to and participates with Kentucky Teacher Standards throughout their studies at Brescia University. The matrix

below highlights the integration of the KTS throughout the Middle School Program.

Table 3: Kentucky Teacher Standards Relationship to Professional Education Requirements Course Number

Course Title Signature Assignment

KTS 1 KTS 2 KTS 3 KTS 4 KTS 5 KTS 6 KTS 7 KTS 8 KTS 9 KTS 10

Edu 204 Intro to Education

KTIP lesson plan & Dispositional paper

X X X X X X X X X

Edu 246 Technology Application in Education

Completion of a culminating project involving development of a summative learning digital experience

X X X X X

Edu 255 Teach Diverse Populations


X X X X X X X

Psy 300 Developmental Psychology

Exams, Developmental Periods/Theorists papers

X X

Edu 301 Growth Development Learning

Review of a recent journal article that refers to Human Growth, Development, and Learning Theory.

X X

Edu 315 Adolescent Literature

Literature Lesson Plan

X X X X

Edu 322 Teach Reading Content Area

35 Reading Strategies

X X X X X X X X

Edu 324 Teaching Mathematics

Mathematics unit aligned with KCAS Mathematics

X X X X X X X X

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15 Edu 326 Teach Language

Arts in Content Area

Integrated Lesson plan aligned with KCAS ELA standards and content standards

X X X X X X X X

Edu 328 Teaching Social Studies

Develop series of Lesson Plans aligned with KCAS SS

X X X X X X X X

Edu 329 Teaching Science

KCAS science aligned lesson plans

X X X X X X X X

Edu 412 Curriculum & Classroom Management for Middle Grades

Classroom Management Plan

X X X X X X X X X

Edu 416 Practicum: Middle Grades

Course requirements: reflection (journals/mid & final self-evaluations), Lesson plans, Assessment, PGP

X X X X X X X X X

Edu 435 Clinical Practice: 5-9

Portfolio requirements: reflection (journals/bi-weekly self-evaluations) Lesson plans, Assessment, PGP

X X X X X X X X X X

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16 Content Standards The area of Middle School Education prepares candidates to earn a Bachelor of Science degree in Middle School Education and Kentucky Teacher Certification Middle School Education, grades 5-9. All middle grades education candidates select two areas of emphasis from the following content areas: Mathematics, Science, English and Social Studies. This enables the future teacher to teach in two content areas at middle school. In addition to coursework that meets Kentucky state teacher guidelines and Brescia University’s degree requirements, students participate in a wide variety of field experiences and clinic hours that allow them opportunities to work with students and teachers in area classrooms and to teach lessons they have planned. By the completion of the SOE program and before beginning the Clinical Practice semester, education majors will have spent over 200 hours in classrooms working directly with diverse students. Practicum Edu 416 provides the candidate a “mini” Clinical Practice and ensures opportunities to design and deliver units of study to whole classes or to develop intense tutorial instruction with individuals or small groups of students. All Brescia University SOE majors demonstrate competency in the ten Kentucky Teacher Standards through the development of a professional portfolio created during coursework and field experiences and clinic hours. SPA competencies are met through content coursework. KCAS are addressed through methods course work lesson plan development and implementation.

Professional Courses The following are the catalog descriptions for the professional education courses required for Middle School Education Certification. Edu 204 Introduction to Education (3 credit hours):

Examines the historical, philosophical, and social foundations of education; focus upon the American school system -- organization, curriculum, and administration; review of current educational research; includes a required field component. May not be taken directed study. Prerequisite: fifteen hours of university course work.

Edu 246 Technology Application and Integration in Education (3 credit hours):

Introduction to current educational technology hardware, software, and research-based practices that seek to have a positive impact on teaching and learning in diverse settings and with diverse populations. Specific emphasis will focus on awareness of best-practice technology integration techniques into the design, execution, and assessment of learning. Candidates will practice using 21st-century technology equipment to leverage necessary skills as a future education professional. Field Experience is required. Prerequisite: Word processing competency.

Edu 255 Teaching Diverse Populations of Children and Youth (3 credit hours):

Introduction to issues regarding elements of diversity in P–12 children and youth that affect educational performance and outcomes. Elements of diversity examined include: gender, race, ethnicity, culture, sexual orientation, socio-economic status, language, exceptionalities, religion, and geographical area. Current issues include: legal requirements at state and federal levels, definitions, characteristics, educational needs of identified and at-risk students, appropriate adaptations/accommodations/modifications for school environments and for instructional design/implementation/assessment and ethical professional practice. Field experience required. Prerequisites: Sophomore status; Eng 102 recommended.

Psy 300 Developmental Psychology (3 credit hours): A study of human growth and development from conception to death. The course deals with physical, social, emotional, intellectual, moral and personality development at all age levels, and the respective theories; the effects of heredity and environment on the developmental process. Prerequisite: Psy 105 or permission of instructor.

Edu 301 Growth and Development and Learning Theory (3 credit hours):

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17 This course provides an in-depth study of human growth and development with respect to physical, social, cognitive, gender, emotional, and personality issues, in conjunction with consideration of theories of learning and teaching which apply to student development. Field experience is required. Prerequisite: Edu 204 or permission of instructor.

Edu 322 Teaching Reading in the Content Areas (3 credit hours): This course is designed for middle school teachers. It approaches reading as a cognitive process and offers teaching strategies, skill development strategies, aids, and approaches to assessing the readability of materials in middle school content areas. Field experience is required. Prerequisite: Admission to School Education or permission of instructor.

Edu 324 Teaching Mathematics (3 credit hours): A study of the content and methodology for teaching mathematics in the middle school. Deals with process of learning mathematics, content to be taught, and methods of teaching. Not applicable toward a mathematics major or minor. Field experience is required. Prerequisites: Mth 204 and admission to School of Education or permission of instructor.

Edu 326 Teaching Language Arts in the Content Areas (3 credit hours): This course is designed for middle school teachers. The purposes of this course are to survey the language arts research, examine and evaluate approaches to teaching language arts in the content areas, and to develop teaching strategies and skills that will integrate language arts into the middle school content areas. Field placement is required. Prerequisites: Edu 204 and admission to School of Education or permission of instructor.

Edu 328 Teaching Social Studies (3 credit hours): This course is designed to direct prospective teachers in their efforts to organize and con-duct successful social studies learning experiences in the middle grades, and to provide detailed information about content to be covered, methods of teaching, materials to be used, and activities appropriate for each content area. Field experience is required. Prerequisites: Completion of a global and a U.S. history course, Edu 204, and admission to School of Education or permission of instructor.

Edu 329 Teaching Science (3 credit hours): This course is designed to give directions to the prospective teacher on how to organize and conduct successful learning experiences in the middle grades and to provide detailed information for each content area, along with appropriate learning activities and methods of teaching science effectively. Field experience is required. Prerequisites: Completion of a biological and a physical science course and admission to School of Education or permission of instructor.

Edu 412 Curriculum and Classroom Management for the Middle Grades (3 credit hours): This course acquaints the student with the philosophy and organization of the middle school, appropriate curriculum concepts, discipline strategies, and classroom management. Fifteen field hours required. Prerequisites: Admission to School of Education, junior status, and sixty hours of field experience.

Edu 416 Practicum (1 credit hour): Supervised teaching experience during the semester immediately preceding Clinical Practice [or the culmination of emergency or probationary certification]. Focuses on the assessment, design, and implementation of systematic instruction and collaboration practices for Middle School. Requires 50 field hours (per semester credit hour) and meetings with instructor; recommended is a minimum of 50 hours active field involvement.

Edu 435 Clinical Practice: Middle School, Grades 5-9 (9 credit hours):

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18 Observation, participation, and teaching experiences in approved public and private schools — middle grades, 5-9 — for a minimum of fourteen full weeks (typically distributed seven weeks full time in each specialty area); includes development of professional portfolio. Prerequisites: Admission to Clinical Practice, course work through the junior year, and Edu 412.

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19 Specific Program Courses

MIDDLE SCHOOL TEACHING AREA IN ENGLISH

ENGLISH (24 hr)

Eng 101 Writing I 3

Eng 102 Writing II 3

Eng 341/342 American Literature 3

Either - Eng 390 Adv Lang Skills 3

Or - Eng 306 Linguistics

Edu 315 Adolescent Literature 3

Eng 300/301 Advanced or Creative Writing 3

Eng Upper Division Literature 3

Eng Upper Division 3

Eng 101 Writing I (3 credit hours): Through discussions, conferences, frequent practice and peer review this course helps students develop the ability to communicate their thoughts and experiences in writing that is clear and interesting. Prerequisite: Placement Examination. (FA, SP) *Eng 102 Writing II (3 credit hours): While refining the skills developed in Writing I, this course emphasizes argumentation through library research. Prerequisite: Eng 101. (FA, SP) Eng 341 American Literature I (3 credit hours): An introduction to the major American writers from the Puritans to the Civil War era. Prerequisite: One 200-level literature course. (Alt with Eng 321) *Eng 342 American Literature II (3 credit hours): An introduction to the major American writers from the Realists of the post-Civil War era to contemporary authors. Prerequisite: One 200-level literature course. (Alt with Eng 322) Eng 390 Advanced Grammar and Editing (3 credit hours): This course reviews the basic sentence structure of the English language, the principles of sentence formation and combining, the basic rules for punctuation, and the standards for writing correct English prose. Students learn to edit their own writing with a goal to produce clear, correct prose. Prerequisites: Eng 101 and 102. (Alt yrs.) Eng 306 Linguistics (3 credit hours): An overview of the study of language including the nature of human language, its grammatical aspects (phonology, morphology, syntax, semantics, writing), its social and historical aspects (dialect, slang, sexism), and its biological aspects (language acquisition, language and the brain). Designed chiefly to meet Kentucky certification requirement, but open to all interested students. Prerequisites: Eng 101 and 102. Eng 300 Advanced Writing (3 credit hours): Students review and polish writing skills and explore various forms of writing, including writing about self and others, social commentary, writing about education, sports, literature, film and television, and science and technology. Some assignments include research. Open to all students; especially recommended for students pursuing graduate or professional studies. Prerequisites: Eng 101, 102, and 200-level literature. (Alt yrs.)

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20 Eng 301-4 Creative Writing (3 credit hours each): Recommended for English majors and minors and anyone with an interest in producing creative writing. The focus of instruction is on techniques of fiction and poetry writing, but participants are encouraged to pursue whatever type of imaginative writing interests them, from songs to screenplays. The best writings produced each year appear in Brescia’s literary magazine, OPEN 24 HOURS. Prerequisites: Eng 101, 102, 200-level literature, and instructor consent. (FA, SP) Eng 321 English Literature I (3 credit hours): A chronological study of the major movements and authors of English literature from Old English poetry and prose through the major writers of the Eighteenth Century. Prerequisite: One 200-level literature course. (Alt with Eng 341) *Eng 322 English Literature II (3 credit hours): A chronological study of the major movements and authors of English literature from the Romantic era to Victorian and modern writers. Prerequisite: One 200-level literature course. (Alt with Eng 342) *Eng 341 American Literature I (3 credit hours): An introduction to the major American writers from the Puritans to the Civil War era. Prerequisite: One 200-level literature course. (Alt with Eng 321) *Eng 342 American Literature II (3 credit hours): An introduction to the major American writers from the Realists of the post-Civil War era to contemporary authors. Prerequisite: One 200-level literature course. (Alt with Eng 322) *Eng 350 Contemporary American Literature (3 credit hours): A survey of literature (fiction, poetry, drama, non-fiction) written in the Americas since 1950. The focus may differ each time the course is offered, but whatever the focus, the course will make students aware of the variety of important writers currently contributing to our American literary heritage. Prerequisite: One 200-level literature course. (Alt yrs.) *Eng 360 Introduction to Shakespeare (3 credit hours): This course offers students an introduction to the language, the historical background, the literary background, and the major themes of Shakespeare’s plays. Students will read plays representative of the major divisions of Shakespeare’s dramas: history, comedy, tragedy and romance. Prerequisite: One 200-level literature course. (Alt yrs.) *Eng 370 Catholic Writers (3 credit hours): This course examines the work of representative authors who view the world from a Catholic perspective. Eng 390 Advanced Grammar and Editing (3 credit hours): This course reviews the basic sentence structure of the English language, the principles of sentence formation and combining, the basic rules for punctuation, and the standards for writing correct English prose. Students learn to edit their own writing with a goal to produce clear, correct prose. Prerequisites: Eng 101 and 102. (Alt yrs.) Eng 392 Advanced Journalism (3 credit hours): Advanced news, feature, and opinion writing; production of the Brescia Broadcast. Prerequisite: Eng 292. (FA) *Eng 395 World Mythology (3 credit hours): A thematic introduction to the great myths of the world with emphasis upon how they have influenced literature and art. Independent reading and research required. Prerequisite: One 200-level literature course. (Alt yrs.) *Eng 396 Women’s Literature (3 credit hours):

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21 This course focuses on literature written by women of varied nationalities and times. Combining thematic and genre approaches, the course will examine form and craft as well as exploring issues of concern to women (as evidenced in their writing) and understanding the contexts in which these women wrote or write. Prerequisite: One 200-level literature course. (Alt yrs.) Eng 399 Independent Study (1-4 credit hours): This course number is used to designate a course that is not part of the regular curriculum. It is generally offered based on student interests and needs. Prerequisite: One 200-level literature course. (Arr) Eng 400 Professional and Technical Writing (3 credit hours): Designed for English majors who want to write professionally and for non-English majors who must write in their careers, Eng 400 focuses on forms of writing which occur in science, business, and industry. The course considers various approaches to technical writing and includes workshops on technical description, document design, graphics/visuals, oral communication, and collaboration. In addition, Eng 400 encourages students to gear assignments/projects to their majors, careers, and/or areas of interest. Prerequisite: Eng 300 or instructor’s consent. (Alt yrs.) Eng 413 World Novel (3 credit hours): Masterpieces of the novel in translation including selections from such writers as Cervantes, Voltaire, Flaubert, Dostoyevsky, and Solzhenitsyn. Consent of instructor generally required. Eng 428 Modern British Fiction (3 credit hours): A course stressing the aesthetic and thematic developments of the British novel in the late nineteenth and early twentieth century. Authors include Hardy, Conrad, Lawrence, Woolf, Forster, and Waugh. Consent of instructor generally required. Eng 432 Shakespeare (3 credit hours): A thorough study of Shakespearean drama including representative major histories, comedies, and tragedies. Consent of instructor generally required. Eng 446 Modern American Fiction (3 credit hours): This course explores and evaluates the fiction of major American authors from the late nineteenth century to the present, including such writers as James, Drieser, Cather, Hemingway, Fitzgerald, Faulkner, and Steinbeck. Consent of instructor generally required. Eng 448 Contemporary American Novel (3 credit hours): Major American novelists from 1950 to the present. Consent of instructor generally required. Eng 490 Classical Literature (3 credit hours): A study of major writings in translation from the Ancient World through the Middle Ages, including Greek and Roman dramatists, Homer and Dante. Consent of instructor generally required. Eng 495 Modern World Literature (3 credit hours): A survey of the major literary developments of the twentieth century including such writers as Eliot, Pirandello, Kafka, Silone, Camus, and Mann. Consent of instructor generally required. Eng 498 Practicum (3 credit hours): Formerly Eng 402. English majors and minors use their writing and organizational skills in a supervised work experience. Students work sixty hours a semester, keep a journal and portfolio of their experience, and plan their job or graduate school search. Prerequisite: Eng 392 or 400. (Arr)

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22 Eng 499 Readings in Literature (1-3 credit hours): An individually designed reading list to bridge gaps in a student’s knowledge of language and literature. (Arr)

MIDDLE SCHOOL TEACHING AREA IN MATHEMATICS

MATHEMATICS (25 hrs)

Mth 204 Fund Math Elem Teachers II 3

Mth 211 Calculus I 4

Mth 310 Geometry 3

Mth 250 or 313 Statistics 3

Select four courses from the following:

Mth 111/112 College Algebra & Trig I or II 3, 3

Mth 212 Calculus II 4

Mth 213 Calculus III 4

Mth 308 Linear Algebra 3

Mth 350 Math History 3

CS 110 Programming I 3

CS 350 Prob Solv with Computer 3

CS 370 Telecommunication 3

CS 110 Programming I (3 credit hours): Problem-solving methodology and algorithm development using C++ as the vehicle programming language. Students are taught how to design, code, debug, and document programs using structured techniques and good programming style. Prerequisite: Admission to any math course higher than Mth 006. (FA) CS 350 Computer Problem Solving (3 credit hours): Computer modeling and simulation of real world problems is examined in this course, including a detailed examination of four problem-solving aspects: finding and gathering necessary information, envisioning an appropriate model to address desired goals, implementing the model using appropriate software tools (spreadsheets, statistical packages, symbolic manipulators, simulation packages, programming languages), and testing/analyzing the model. Prerequisite: Mth 211. (FA) CS 370 Telecommunications (3 credit hours): This course helps students master the concepts of telecommunications as needed to run a business, work in industry, or teach mathematics/science in a school system. The course will include applications such as the internet, Compuserve®, and KETnet. (FA) Mth 204 Fundamentals of Mathematics for Elementary Teachers II (3 credit hours): This course carefully reviews basic algebra and geometry and prepares the student to graph various types of functions and relations. It requires the student to learn many problem-solving techniques. A required writing assignment helps the student to learn how to synthesize ideas and concepts and present them in an organized manner. Designed for education majors. Prerequisite: Math ACT 18, Placement Test, or Mth 006. (FA) Mth 111 College Algebra and Trigonometry I (3 credit hours): This course is intended to prepare the student to take calculus. Topics included are sets, algebra, functions, matrix algebra, trigonometry, and complex numbers. Prerequisites: Math ACT 18, Placement Test, or Mth 006. (FA)

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23 *Mth 112 College Algebra and Trigonometry II (3 credit hours): This course is intended to prepare the student to take calculus. Topics included are sets, algebra, functions, matrix algebra, trigonometry, and complex numbers. Prerequisites: Math ACT 18, Placement Test, or Mth 006. (SP) Mth 211 Calculus I (4 credit hours): An introduction to analytic geometry, limits and the differentiation and integration of algebraic functions. Prerequisites: Mth 111, 112 or High School Algebra I, II, III including a half-year of trigonometry. (FA) *Mth 212 Calculus II (4 credit hours): Further integration and differentiation methods are developed and applied to topics in analytic geometry and polar coordinates. Prerequisite: Mth 211.(SP) Mth 213 Calculus III (4 credit hours): The techniques of Calculus I and II are applied and extended to the study of infinite series, partial differentiation, multiple integrals, vectors and complex numbers. Prerequisite: Mth 212.(FA) Mth 250 Statistics for Social Sciences (3 credit hours): An introduction to statistical concepts and communications used in social science research at both the descriptive and inferential level in preparation for Psy 405, 410 and Soc 324. Prerequisite: Mth 101 or 111. (F) Mth 308 Linear Algebra (3 credit hours): Geometric vectors, vector spaces, inner products, linear transformations, matrices with applications to solutions of systems of equations, linear transformations and determinates. Prerequisite: Mth 211. (S) Mth 310 Geometry (3 credit hours): A study of congruence, parallelism, polygonal regions, inequalities, similarity, construction, projections, loci, and area and volume functions in Euclidean geometry and non-Euclidean geometries. (FA) Mth 313 Probability and Statistics (3 credit hours): Probability axioms, discrete and continuous distributions, expectation, multivariate distributions, estimation, hypothesis testing, regression analysis, and analysis of variance. Prerequisite: Mth 213. Mth 350 History of Math (3 credit hours): The course objectives of History of Math include the following four points: 1) developing a fundamental understanding of the evolution of mathematical thought during the last three thousand years; 2) learning the names, mathematical accomplishments, and thought processes of the great mathematicians of history; 3) developing proficiency in reading the works of the great mathematicians; 4) developing the ability to effectively present modules of information about mathematics to the class. Prerequisite: Mth 211. (SU)

MIDDLE SCHOOL TEACHING AREA IN SCIENCE

SCIENCE (24 hr) – split 12 hrs each in Bio & Chm/Phys

Bio 105/105L Ecology & Evolution & Lab 3, 1

Bio 115/115L Molecular/Cellular Biology & Lab 3, 1

Bio 325/325L Ecology & Lab or 425/425L Marine Biology & Lab 3, 1

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24

Chemical & Physical Sciences (12 hrs) – distribute between Chm/Phys; if Astronomy or Geology selected, must add additional physics course

Chm 100 Intro to Chemistry with Lab 3

Chm 101/101L General Chemistry 1/Lab 3, 1

Chm 102/102L General Chemistry 2/Lab 3, 1

Chm 205/205L Quantitative Analysis/Lab 3, 1

PhS 1xx Elective (could be Ast or Geol) 3//4

PhS 299 Integrated Physics with Lab 3

PhS 201/201L General Physics 1/Lab 3, 1

PhS 202/202L General Physics 2/Lab 3, 1

Bio 105 Ecology and Evolution (3 credit hours): An introduction to the scientific process, evolutionary theory, speciation, elementary genetics, and the ecology of populations communities, and ecosystems. *Bio 105L Ecology and Evolution Lab (1 credit hour): Generally to be taken with Bio 105 Ecology and Evolution. Bio 115 Molecular and Cellular Biology (3 credit hours): An introduction to the study of life at the molecular and cellular level, and includes basic cell structure and function, biochemistry for the life sciences, basic molecular biology and introductory genetics including information flow from DNA to protein, and cellular utilization of energy including cell respiration and photosynthesis. *Bio 115L Molecular and Cellular Biology Lab (1 credit hour): Generally to be taken with Bio 115 Molecular and Cellular Biology. Bio 325 Ecology (3 credit hours): Study of how plants and animals interact with each other and with their environment; includes selected topics related to environmental problems such as pollution, energy, resources, and population. *Bio 325L Ecology Lab (1 credit hour): Generally to be taken with Bio 325 Ecology. Bio 425 Marine Biology (3 credit hours): Introduction to marine ecosystems and their physical/chemical/biological properties; survey of marine plants and animals and their structural/functional adaptations; study of the effects of human intervention in the marine environment. Lab includes a required one-week trip. Bio 425L Marine Biology Lab (1 credit hour): Generally to be taken with Bio 425 Marine Biology Chm 100 Introduction to Chemistry (3 credit hours): Basic chemistry, including an introduction to geology. Laboratory. Does not apply to a chemistry major. *Chm 101 General Chemistry I (3 credit hours): Fundamental laws, theories, and concepts of modern chemistry. Three lectures and one laboratory period per week.

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25 *Chm 101L General Chemistry I Lab (1 credit hour): Generally to be taken with Chm 101 General Chemistry I. Chm 102 General Chemistry II (3 credit hours): Intensive treatment of the principles of chemistry with analytical study of the anions and cations. Three lectures and one laboratory period per week. Prerequisite: Chm 101 or instructor consent. Chm 102L General Chemistry II Lab (1 credit hour): Generally to be taken with Chm 102 General Chemistry II. Chm 205 Quantitative Analysis (3 credit hours): Theory and practice of volumetric and gravimetric analysis. Laboratory practice in the identification of unknowns. Methods of calculation used in analysis are emphasized. Three lectures and one laboratory period per week. Prerequisites: Chm 101, 102. (Alt yr. with Chm 350) Chm 205L Quantitative Analysis Lab (1 credit hour): Generally to be taken with Chm 205 Quantitative Analysis. (Alt yr. with Chm 350)

PhS 100 Introduction to Physics (3 credit hours): A survey of basic physics and properties of matter. Laboratory. PhS 104 Elements of Astronomy (3 credit hours): An introduction to astronomy, aspects of the sky, earth’s motion and time-keeping, the moon, eclipses, and the physical features of planets. PhS 105 Introduction to Geology (3 credit hours): Introductory course in geology. Earth materials, minerals and rocks, geologic processes, PHYSICS 126 and basic landforms of the earth. Laboratory includes identification of minerals and rocks and use of geologic maps. PhS 110 Integrated Physical Science (3 credit hours): This course introduces students to core foundation concepts in physical science, including space science, earth systems, force and motion, and energy (light energy, heat energy, sound energy, electrical energy, and magnetism). Practical hands-on activities will be strongly emphasized. PhS 201 General Physics I (3 credit hours): A general course covering mechanics and heat. Prerequisite: Mth 211. PhS 201L General Physics I Lab (1 credit hour): Generally taken with PhS 201. PhS 202 General Physics II (3 credit hours): A continuation of PhS 201 covering electricity, magnetism, light, sound, and selected top-ics from atomic physics. PhS 202L General Physics II Lab (1 credit hour): Generally taken with PhS 202.

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26

MIDDLE SCHOOL TEACHING AREA IN SOCIAL STUDIES

SOCIAL STUDIES

His 101/102 Wrld Civ I/II (whichever not in GER) 3

His 201 History of the US I 3

His 202 History of the US II 3

Eco 201 Economic Concepts I 3

Eco 202 Economic Concepts II 3

Pls 201 American Government 3

Soc 204 Principles of Sociology 3

Geo 211 World Geography 3

His 101 Survey of World Civilization I (3 credit hours): The development of the world civilizations from the earliest times to the Age of Exploration, emphasizing the main events, people and ideas shaping each civilization and the corresponding events and ideas in the non-Western world and the inter-relationships among these various civilizations. (FA) *His 102 Survey of World Civilization II (3 credit hours): The development of the world civilizations from the Age of Exploration to the present, emphasizing the main events, people and ideas shaping each civilization and the corresponding events and ideas in the non-Western world and the inter-relationships among these various civilizations. (SP) *His 201 History of the United States I (3 credit hours): Social, cultural, and political history of the United States from colonial times to the Civil War. (FA) *His 202 History of the United States II (3 credit hours): Social, cultural, and political history of the United States from the Civil War to the present. (SP) Eco 201 Economic Concepts I (Macroeconomics) (3 credit hours): An introduction to the functions of an economic system with an emphasis on income determination and government policy. (FA) *Eco 202 Economic Concepts II (Microeconomics) (3 credit hours): An introduction to the functions of an economic system with an emphasis on decision making by individuals and firms in a market economy. (SP) Pls 201 American Government (3 credit hours):

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27 A study of the values and principles of the American federal system of government, the role of public opinion, the media, voter participation, political parties and interest groups, the institutions of government, and selected issues of public policy. (FA) Soc 204 Principles of Sociology (3 credit hours): An introduction to the major concepts and principles relating to the study of society, social institutions and social interaction. (FA, SP) Geo 212 World Geography II (3 credit hours): This course is a survey in general geography designed to describe the earth’s topography, political, and cultural divisions. (Alt SP)

SPAs

Reference Table 1: Education Professional Courses for course specific Signature Assignments aligned to courses cited in

Table 4.1 Association of Middle Level Educators.

TABLE 4.1 Association of Middle Level Educators (AMLE) The Middle School Program Professional Education Matrix illustrates the relationship among the provisions of the Brescia University School of Education Program Middle School Teacher Certification (5-9) and the Association of Middle Level Educators.

Association for Middle Level Education Middle Level Teacher Preparation Standards PRINCIPLE A: THE LEARNER AND LEARNING Courses Standard 1: Young Adolescent Development Element a. Knowledge of Young Adolescent Development Psy 300, Edu 301 Element b. Knowledge of the Implications of Diversity on Young Adolescent

Development Psy 300, Edu 301

Element c. Implications of Young Adolescent Development for Middle Level

Curriculum and Instruction Psy 300, Edu 301

Element d. Implications of Young Adolescent Development for Middle Level

Programs and Practices: Psy 300, Edu 301

PRINCIPLE B: CONTENT Standard 2: Middle Level Curriculum Element a. Subject Matter Content Knowledge Edu 315, 322, 324, 326, 328,

329, 412, 417, 435 Element b. Middle Level Student Standards Edu 315, 322, 324, 326, 328,

329, 412, 417, 435 Element c. Interdisciplinary Nature of Knowledge Edu 315, 322, 324, 326, 328,

329, 412, 417, 435 Standard 3: Middle Level Philosophy and School Organization Element a. Middle Level Philosophical Foundations Edu 204, 255, 301 Element b. Middle Level Organization and Best Practices Edu 255 PRINCIPLE C: INSTRUCTIONAL PRACTICE Standard 4: Middle Level Instruction and Assessment Element a. Content Pedagogy Edu 315, 322, 324, 326, 328,

329, 412, 417, 435

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28 Element b. Middle Level Instructional Strategies Edu 315, 322, 324, 326, 328,

329, 412, 417, 435 Element c. Middle Level Assessment and Data-informed Instruction Edu 315, 322, 324, 326, 328,

329, 412, 417, 435 Element d. Young Adolescent Motivation Edu 315, 322, 324, 326, 328,

329, 412, 417, 435 PRINCIPLE D: PROFESSIONAL RESPONSIBILITIES Standard 5: Middle Level Professional Roles Element a. Professional Roles of Middle Level Teachers Edu 417, 435 Element b. Advocacy for Young Adolescents and Developmentally Responsive

Schooling Practices Psy 300, Edu 255, 301

Element c. Working with Family Members and Community Involvement: Edu 204, 255, 301 315, 322, 324, 326, 328, 329, 412, 417, 435

Element d. Dispositions and Professional Behaviors Edu 204, 246, 301, 315, 322, 324, 326, 328, 329, 412, 417, 435

TABLE 4.2 English Specialty Area provides course specific Signature Assignments

TABLE 4.2 English Specialty Area

Course Course Title Signature Assignments

Eng 101 Writing I 8-10 graded 500-word essays with a final in-class essay

Eng 102 Writing II 4-5 graded 500-750 word essays including a final in-class essay and a 5-7 page research paper

Eng 300 Advanced Writing Essays Research Paper

Eng 301 Creative Writing Portfolio of Creative Writings

Eng 306 Linguistics Exams Research Project

Eng 321 English Literature I Exams Research Project

Eng 322 English Literature II Exams Research Project

Eng 341 American Literature I Exams Research Project

Eng 342 American Literature II Exams Research Project

Eng 390 Advanced Grammar & Editing Researched Notebook Edited Papers Exams

Reference TABLE 4.2 English Specialty Area for course specific Signature Assignments aligned to courses cited in Table 4.3 NCTE.

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29 4.3 National Council for the Teachers of English/NCTE

The Middle School English Program Specialty Area Matrix illustrates the relationship among the provisions of the Brescia University School of Education Program Middle School Teacher Certification (5-9) and the National Council for the Teachers of English.

STANDARD COURSES

1.0 Structure of the Basic Program The institution establishes a specific curriculum for pre-service English language arts teachers; as a result, the candidate will

1.1 complete a specific language arts course of study;

Edu 322, 326

1.2 gain knowledge and skills through on campus and field experiences designed to promote knowledge of theory and practice in English language arts;

1.3 experience modeling of effective pedagogy and attitudes by college/university faculty in both English and education, and by middle/junior high and senior high school supervising teachers.

All English courses especially, Eng 204,321,322,341 Edu 322, 326, 420, 416 field experiences/clinic hours

2.0 Attitudes for English Language Through modeling, advisement, instruction, related experiences, and assessment, the program promotes and strengthens

professional attitudes needed by English language arts teachers; as a result, the candidate will

2.1 demonstrate a respect for the worth and contributions of all learners; All English courses especially, 300 & 400 level courses Edu 322, 326

2.2 use the English language arts to help students become familiar with their own and others' cultures;

Eng 204,301,321,322,341,342 Edu 204, 255, 322, 326, 420, 416 field experiences/clinic hours

2.3 engage in reflective practice and pursue continued professional growth and collaboration with colleagues;

Edu204,246, 255, 301, 322, 326,412 420, 416 field experiences/clinic hours

2.4 help students develop lifelong habits of critical thinking and judgment; Eng 300,306,321,322,341,342 Edu204,246, 255, 301, 322, 326,412 420, 416 field experiences/clinic hours

2.5 take informed stands on issues of professional concern; Edu 204

2.6 recognize the impact that culture, societal events and issues have on teachers, students,

English 400 level courses Edu204,246, 255, 301, 322, 326,412 420, 416 field experiences/clinic hours

2.7 promote the arts and humanities in the daily lives of students. All English courses Edu, 322, 326,412 420, 416 field experiences/clinic hours

3.0 Knowledge of English Language Arts The program prepares English language arts teachers who are knowledgeable about language, literature, oral, visual, and written literacy, print and non-print media, technology, and research theory and findings.

3.1 The program prepares the candidate with knowledge and understanding of the English language; as a result, the candidate will

3.1.1 show an understanding of language acquisition and development; Eng 300,306,390 Edu 315, 322, 326,412 420, 416 field experiences/clinic hours

3.1.2 demonstrate how reading, writing, speaking, listening, viewing, and thinking are interrelated;

Eng 306,309 Edu 315, 322, 326,412 420, 416 field experiences/clinic hours

3.1.3 recognize the impact of cultural, economic, political, and social environments upon language;


3.1.4 show a respect for and an understanding of diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles;


3.1.5 show an understanding of the evolution of the English language and the historical influences on its various forms;

Eng 306,321,390 Edu 315, 322, 326,412 420, 416 field experiences/clinic hours

3.1.6 demonstrate an understanding of English grammars; Eng 300,306,390

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30 Edu 315, 322, 326,412 420, 416 field experiences/clinic hours

3.1.7 demonstrate an understanding of semantics, syntax, morphology, and phonology;

Edu 315, 322, 326,412 420, 416 field experiences/clinic hours

3.1.8 show the various purposes for which language is used. Eng 300,301,390 Edu 315, 322, 326,412 420, 416 field experiences/clinic hours

3.2 The program prepares the candidate in the practices of oral, visual, and written literacy; as a result, the candidate will

Submit with NCTE Program Review English/Language Arts NCTE Program Standards 9

3.2.1 demonstrate the influence of language and visual images on thinking and composing;


3.2.2 use writing, speaking and observing as major forms of inquiry, reflection, and expression;


3.2.3 use the processes of composing to create various forms of oral, visual, and written literacy;


3.2.4 use writing, visual images, and speaking for a variety of purposes and audiences;


3.2.5 apply knowledge of language structure and conventions to creating and critiquing print and non-print texts.


3.3 The program prepares the candidate with knowledge and understanding of reading processes; as a result, the candidate will

3.3.1 demonstrate how to respond to and interpret what is read in different ways;

Edu 321 Edu 315, 322, 326,412 420, 416 field experiences/clinic hours

3.3.2 demonstrate how to discover and create meaning from texts; Eng 300,301,390 Edu 315, 322, 326,412 420, 416 field experiences/clinic hours

3.3.3 use a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.

Eng 300,321,322,341 Edu 315, 322, 326,412 420, 416 field experiences/clinic hours

3.4 The program prepares the candidate with knowledge and understanding of different composing processes; as a result, the candidate will

3.4.1 use a wide range of writing strategies to generate meaning and to clarify understanding;

Eng 101,102,300,390 Edu 322, 326, 420, 416 field experiences/clinic hours

3.4.2 produce different forms of written discourse; Eng 300,301,390 Edu 322, 326, 420, 416 field experiences/clinic hours

3.4.3 demonstrate how written discourse can influence thought and action. Edu 322, 326, 420, 416 field experiences/clinic hours

3.5 The program prepares the candidate with knowledge and understanding of an extensive range of literature; as a result, the candidate will


3.5.1 show knowledge of a broad historical and contemporary spectrum of United States, British, and world literatures, including:

Eng 201,202,203,204,321,322,341, 342; all 400 level courses

3.5.1.1 works from a range of cultures; Eng 201, 202, 203, 204, 321, 322, 341, 342, 350, 396 Edu 315, 322

3.5.1.2 works from a range of genres; Eng 201, 202, 203, 204, 321, 322, 341, 342, 350, 396 Edu 315, 322

3.5.1.3 works by female authors; Eng 201, 202, 203, 204, 321, 322, 341, 342, 350, 396 Edu 315, 322

31

31 3.5.1.4 works by authors of color; Eng 201, 202, 203, 204, 321, 322, 341, 342,

350, 396 Edu 315, 322

3.5.1.5 works written specifically for older children and young adults; Edu 315, 322

3.5.1.6 works of literary theory and criticism. Eng 201, 202, 203, 204, 321, 322, 341, 342 Edu 315, 322

3.6 The program prepares the candidate with knowledge and understanding of the range and influence of print and non-print media and technology in contemporary culture; as a result, the candidate will

3.6.1 recognize the influence of media on culture and on people's actions and communication;

Edu 315, 322

3.6.2 construct meaning from media and non-print texts; Eng 102,300 Edu 315, 322

3.6.3 display an understanding of the role of technology in communication. Eng 300 Edu 246, Edu 315, 322, 326

3.7 The program prepares the candidate with knowledge and understanding of research theory and findings in English language arts; as a result, the candidate will

3.7.1 use major sources of research and theory (i.e., books, periodicals, reports, proceedings of professional conferences, videotapes, electronic and non-electronic data bases) to understand the relationship between research and practice;

Eng 306,390 Edu 322, 326, 420, 416 field experiences/clinic hours

3.7.2 use teacher-researcher models of classroom inquiry; All English 300 & 400 level courses Edu 322, 326, 420, 416 field experiences/clinic hours


4.0 Pedagogy for English Language Arts The program enables the candidate to acquire and demonstrate the dispositions and capacities needed to integrate

knowledge of English language arts, students, teaching, and practice; as a result, the candidate will

4.1 examine, evaluate, and select resources, such as textbooks, other print materials, video, film, recordings, and software which support the teaching of English language arts;

Eng 306,390 Edu 315, 322, 326, 420, 416 field experiences/clinic hours

4.2 design instruction to meet the needs of all students and provide for students' continuous progress and success;

Edu 204, 322, 326, 420, 416 field experiences/clinic hours

4.3 organize classroom environments and learning experiences that promote effective whole class, small group, and individual work;

Edu 204, 322, 326, 420, 416 field experiences/clinic hours

4.4 develop interdisciplinary teaching strategies and materials; Edu 204, 322, 326, 420, 416 field experiences/clinic hours

4.5 create learning environments which promote respect for and support of individual differences of ethnicity, race, language, culture, gender, and ability;

Eng 306 Edu 204, 322, 326, 420, 416 field experiences/clinic hours

4.6 incorporate technology and print/non-print media into instruction; Edu 204,246, 322, 326, 420, 416 field experiences/clinic hours

4.7 engage students in discussion for the purposes of interpreting and evaluating ideas presented through oral, written, or visual forms;

All English 400 level courses Edu 204, 322, 326, 412, 420, 416 field experiences/clinic hours

4.8 encourage students to respond critically to different media and communications technologies;

All English 400 level courses Edu 246, 322, 326, 420, 416 field experiences/clinic hours

4.9 use instruction that promotes understanding of varied uses and purposes for language in communication;

Eng 300,306,390 Edu 322, 326, 420, 416 field experiences/clinic hours

4.10 engage students in making meaning of texts through personal response; Eng 101,102,300,390 Edu 322, 326, 420, 416 field experiences/clinic hours

4.11 provide students with appropriate reading strategies that permit access to and understanding of a wide range of print and non-print texts;

Edu 322, 326, 420, 416 field experiences/clinic hours

4.12 use assessment as an integral part of instruction and learning. All English 300 & 400 level courses Edu 204, 322, 326, 412, 420, 416 field experiences/clinic hours

32

32 4.12.1 develop and use a variety of formal and informal assessment activities and instruments to evaluate processes and products;

All English 300 & 400 level courses Edu 204, 322, 326, 412, 420, 416 field experiences/clinic hours

4.12.2 employ a variety of means to interpret and report assessment methods and results to students, administrators, parents, and other audiences.

All English 300 & 400 level courses Edu 204, 322, 326, 412, 420, 416 field experiences/clinic hours

5.0 Field-Based Experiences in English Language Arts The program requires field-based experiences which have clearly defined roles and expectations for student teachers, cooperating teachers, and college or university supervisors;as a result, the candidate will

5.1 participate throughout the teacher education program in a sequence of field experiences in English language arts classrooms with certified/licensed, experienced teachers;

field experiences/clinic hours for all Edu course work

5.2 spend at least ten weeks demonstrating the use of effective pedagogy during student teaching in English language arts classrooms mentored by certified/licensed, experienced teachers and university/college supervisors; as a result, the candidate will

5.2.1 respond to systematic evaluation in order to meet expectations and responsibilities for the student-teaching experience;

Edu 435, 416

5.2.2 participate in professional organizations, conferences, and in-service workshops to continue professional growth;

KMSA and AMLE conferences PGP development, Standard 10 of Professional Portfolio

5.2.3 submit a student-teaching portfolio that provides documentation of reflective practices and teaching/learning processes.

Professional Portfolio submitted at Application to Clinical Practice and as Clinical Practice requirement

TABLE 4.4 Math Specialty Area provides course specific Signature Assignments.

TABLE 4.4 Math Specialty Area

Course Couse Title Signature Assignment

Mth 204 Fundamental Math Elementary

Teachers II

Exam

Mth 111 College Algebra/Trig I Exam

Mth 112 College Algebra/Trig II Exam

Mth 211 Calculus I Exam

Mth 212 Calculus II Exam

Mth 213 Calculus III Exam

Mth 250 Statistics Statistical Study

Mth 308 Linear Algebra Exam

Mth 310 Geometry Projects

Mth 313 Probability & Statistics Statistical Study

Mth 350 Math History Exam

CS 110 Programming I Programs

CS 350 Problem Solving with Computers Programs

CS 370 Telecommunication Project

Reference TABLE 4.3 Math Specialty Area for course specific Signature Assignments aligned to courses cited in Table 4.5 NCTE.

Table 4.5 National Council for the Teachers of Mathematics/NCTM

The Middle School Math Program Specialty Area Matrix illustrates the relationship among the provisions of the Brescia University School of Education Program Middle School Teacher Certification (5-9) and the National Council for the Teachers of Mathematics

Standards Courses

Standard 1: Knowledge of Mathematical Problem Solving

1.1 Apply and adapt a variety of appropriate strategies to solve problems. Math 204

33

33 1.2 Solve problems that arise in mathematics and those involving mathematics in other contexts.

Math 204, 111

1.3 Build new mathematical knowledge through problem solving. Math 204, 111

1.4 Monitor and reflect on the process of mathematical problem solving. Math 204

Standard 2: Knowledge of Reasoning and Proof Courses

2.1 Recognize reasoning and proof as fundamental aspects of mathematics. Math 204

2.2 Make and investigate mathematical conjectures. Math 204

2.3 Develop and evaluate mathematical arguments and proofs. Math 204

2.4 Select and use various types of reasoning and methods of proof. Math 204

Standard 3: Knowledge of Mathematical Communication

3.1 Communicate their mathematical thinking coherently and clearly to peers, faculty, and others.

Math 204, 497, 498

3.2 Use the language of mathematics to express ideas precisely. Math 204, 111

3.3 Organize mathematical thinking through communication. Math 204, 497, 498

3.4 Analyze and evaluate the mathematical thinking and strategies of others.

Math 204, 497, 498

Standard 4: Knowledge of Mathematical Connections

4.1 Recognize and use connections among mathematical ideas. Math 211, 310

4.2 Recognize and apply mathematics in contexts outside of mathematics. Math 211, 212

4.3 Demonstrate how mathematical ideas interconnect and build on one another to produce a coherent whole.

Math 111

Standard 5: Knowledge of Mathematical Representation

5.1 Use representations to model and interpret physical, social, and mathematical phenomena.

Math 310

5.2 Create and use representations to organize, record, and communicate mathematical ideas.

Math 310

5.3 Select, apply, and translate among mathematical representations to solve problems.

Math 310

Standard 6: Knowledge of Technology

6.1 Use knowledge of mathematics to select and use appropriate technological tools, such as but not limited to, spreadsheets, dynamic graphing tools, computer algebra systems, dynamic statistical packages, graphing calculators, data-collection devices, and presentation software.

Math 111, 211, 313

Standard 7: Dispositions

7.1 Attention to equity Math 204

7.2 Use of stimulating curricula Math 204

7.3 Effective teaching Math 204

7.4 Commitment to learning with understanding. Math 204

7.5 Use of various assessments. Math 211

7.6 Use of various teaching tools including technology Math 211

Pedagogy (Standard 8)

Standard 8: Knowledge of Mathematics Pedagogy

8.1 Selects, uses, and determines suitability of the wide variety of available mathematics.

Math 204

8.2 Selects and uses appropriate concrete materials for learning mathematics. Math 204

8.3 Uses multiple strategies, including listening to and understanding the ways students think about mathematics, to assess students’ mathematical knowledge.

Math 204

8.4 Plans lessons, units and courses that address appropriate learning goals, including those that address local, state, and national mathematics standards and legislative mandates.

Math 204

8.5 Participates in professional mathematics organizations and uses their print and on-line resources.

Math 204

8.6 Demonstrates knowledge of research results in the teaching and learning of mathematics.

Math 497, 498, 499

8.7 Uses knowledge of different types of instructional strategies in planning mathematics lessons.

Math 211, 212

34

34 8.8 Demonstrates the ability to lead classes in mathematical problem solving and in developing in-depth conceptual understanding, and to help students develop and test generalizations.

Math 204

8.9 Develop lessons that use technology’s potential for building understanding of mathematical concepts and developing important mathematical ideas.

Math 211

Content (Standards 9-15)

Standard 9: Knowledge of Number and Operation

9.1 Develop the mathematics that underlies the procedures used for operations involving whole numbers, integers, and rational numbers.

Math 111

9.2 Use properties involving number and operations, mental computation, and computational estimation.

Math 111

9.3 Provide equivalent representations of fractions, decimals, and per cents. Math 111

9.4 Create, solve, and apply proportions. Math 111

9.5 Apply the fundamental ideas of number theory.

9.6 Make sense of large and small numbers and use scientific notation. Math 111

9.7 Analyze and explain the distinctions among whole numbers, integers, rational numbers, and real numbers and whether or not the field axioms hold.

9.8 Demonstrate knowledge of the historical development of number and number systems including contributions from diverse cultures.

Math 350

Standard 10: Knowledge of Different Perspectives on Algebra

10.1 Explore, analyze, and represent patterns, relations, and functions. Math 111

10.2 Represent and analyze mathematical structures.

10.3 Investigate equality, equations, and proportional relationships.

10.4 Use mathematical models to represent quantitative relationships. Math 204

10.5 Analyze change in various contexts.

10.6 Demonstrate knowledge of the historical development of algebra including contributions from diverse cultures.

Math 350

Standard 11: Knowledge of Geometries

11.1 Demonstrate knowledge of core concepts and principles of Euclidean geometry in two and three dimensions.

Math 310

11.2 Exhibit knowledge of informal proof.

11.3 Build and manipulate representations of two-and three-dimensional objects and perceive an object from different perspectives.

Math 310

11.4 Specify locations and describe spatial relationships using coordinate geometry.

Math 308, 310

11.5 Analyze properties and relationships of geometric shapes and structures. Math 310

11.6 Apply transformation and se congruence, similarity, and line or rotational symmetry.

Math 308, 310

11.7 Demonstrate knowledge of the historical development of Euclidean and non-Euclidean geometries including contributions from diverse cultures.

Math 310, 350

Standard 12: Knowledge of Calculus

12.1 Demonstrate a conceptual understanding of basic calculus concepts. Math 211

12.2 Demonstrate knowledge of the historical development of calculus including contributions from diverse cultures.

Math 350

Standard 13: Knowledge of Discrete Mathematics

13.1 Demonstrate a conceptual understanding of the fundamental ideas of discrete mathematics such as finite graphs, trees and combinatorics.

Math 308

13.2 Use technological tools to apply the fundamental concepts of discrete mathematics.

Math 211, 212

Standard 14: Knowledge of data Analysis, Statistics, & Probability

14.1 Design investigations, collect data through random sampling or random assignment to treatments, and use a variety of ways to display the data and interpret data representations.

Math 250, 313

14.2 Draw conclusions involving uncertainty by using hands-on and computer-based simulation for estimating probabilities and gathering data to make inferences and decisions.

Math 250, 313

14.3 Identify misuses of statistics and invalid conclusions from probability. Math 250, 313

14.4 Use appropriate statistical methods and technological tools to analyze data and describe shape, spread, and center.

Math 250, 313

35

35 14.5 Investigate, interpret, and construct representations for conditional probability, geometric probability, and for bivariate data.

14.6 Demonstrate knowledge of the historical development of probability and statistics including contributions from diverse cultures.

Math 350

Standard 15: Knowledge of Measurement

15.1 Recognize measurement attributes and their effect on the choice of appropriate tools and units.

Math 310

15.2 Apply techniques, tools, and formulas to determine measurements. Math 310

15.3 Employ estimation as a way of understanding measurement units and processes.

15.4 Completes error analysis through determining the reliability of the numbers obtained from measurement.

Math 250, 313

15.5 Demonstrate knowledge of the historical development of measurement and measurement systems including contributions from diverse cultures.

Math 350

Standard 16: Field-Based Experiences

16.1 Engage in a sequence of planned opportunities prior to student teaching that includes observing and participating in middle grades mathematics classrooms under the supervision of experienced and highly qualified teachers.

Edu 407

16.2 Experience full-time student teaching in middle grades mathematics that is supervised by an experienced and highly qualified teacher and a university or college supervisor with middle grades mathematics teaching experience.

Edu 407

16.3 Demonstrate the ability to increase students’ knowledge of mathematics. Math 204

TABLE 4.6 Science Specialty Area provides course specific Signature Assignments TABLE 4.6 Science Specialty Area

Course Course Title Signature Assignments Bio 105, 105L

Ecology & Evolution & Lab Unit Exams (multiple choice/essay), Mendelian genetics problems, Lab: research to develop proposal, presentation & manuscript

Bio 115, 115L

Molecular/ Cellular Bio & Lab Paper on cell topic, 3 exams & cumulative final exam

Bio 105, 105L


Chm 100 Introduction to Chemistry Bi-Chapter Exams, Specific objective driven lab reports

Chm 101/L

General Chemistry I Bi-Chapter Exams, Specific objective driven lab reports

Chm 102/L

General Chemistry II Bi-Chapter Exams, Specific objective driven lab reports

Phs 104 Astronomy Bi-weekly in-class animation-based quizzes

Phs 110 Introduction to Physical Science

Team presentations

PhS 201, 201L

General Phys I & Lab Comprehensive lab reports on selected laboratory experiments (“reenactments” of groundbreaking experiments in physics)

PhS 202/ 202L

General Physics 2/Lab Comprehensive lab reports on selected laboratory experiments

36

36 (“reenactments” of groundbreaking experiments in physics)

Reference TABLE 4.6 Science Specialty Area for course specific Signature Assignments aligned to courses cited in Table 4.7 NSTA.

4.7 National Science Teachers Association/NSTA The Middle School Science Program Specialty Area Matrix illustrates the relationship among the provisions of the Brescia University School of Education Program Middle School Teacher Certification (5-9) and the National Science Teachers Association Standards

Competency Requirements for All Teachers: Unifying Concepts

Courses

1. Multiple ways we organize our perceptions of the world and how systems organize the studies and knowledge of science.

Bio 105,112,115

2. Nature of scientific evidence and the use of models for explanation

Bio 105,110,115,201,215

3. Measurement as a way of knowing and organizing observations of constancy and change.

Bio 105,115

4. Evolution of natural systems and factors that result in evolution or equilibrium.

Bio 105,115

5. Interrelationships of form, function, and behaviors in living and nonliving systems.

Bio 100,115,201,215

Biology Competency Requirements

1. Factors governing the structures, functions, and behaviors of living systems.

Bio 100,105,110,115,201

2. Multiple systems of classification of organisms. Bio 100,215

3. Cycles of matter, and flow of energy, through living and nonliving pathways.

Bio 105,110,115

4. Natural selection, adaptation, diversity, and speciation.

Bio 105

5. Structure, function, and reproduction of cells, including microorganisms.

Bio 215

6. Levels of organization from cells to biomes. Bio 105,

7. Reproduction and heredity, including human reproduction and contraception.

Bio 100,105

8. Behavior of living systems and the role of feedback in their regulation.

Bio 105

9. Hazards related to living things including allergies, poisons, disease, and aggression.

Bio 110

Physical Science Competency Requirements

10. Properties and applications of sound, light, magnetism, and electricity

PhS 100, 110, 202

11. Potential and kinetic energies and concepts of work PhS 100, 110

12. Energy flow in physical and chemical systems, including simple machines

PhS 100

13. States of matter and bonding in relation to molecular behavior and energy

PhS 100

14. Conservation of matter and energy PhS 100, 110

15. Classifications of elements and compounds PhS 100

16. Solvents (especially water) and solutions PhS 100

17. Chemical nature of the earth and its living organisms PhS 100

18. Nature of radioactive substances PhS 100, 110

37

37 19. Chemical, electrical and radiation hazards PhS 100

Earth and Space Science Competency Requirements

20. Structures of objects and systems in space PhS 104, PhS 110

21. Earth’s structure, evolution, history, and place in the solar system

PhS 104, PhS 110

22. Characteristics and importance of oceans, lakes, rivers, and the water cycle

PhS 110

23. Characteristics of the atmosphere including weather and climate

PhS 104, PhS 110

24. Changes in the Earth caused by chemical, physical, and biological forces

PhS 104, PhS 110

25. Causes and occurrences of hazards such as tornados, hurricanes, and earthquakes

PhS 110

26. Characteristics and importance of cycles of matter such as oxygen, carbon, and nitrogen

PhS 110

27. Characteristics of renewable and nonrenewable natural resources and implication for their use

PhS 110

28. Interaction among populations, resources, and environments

PhS 110

Interdisciplinary perspectives

29. Interrelationships of pure and applied sciences, and technology

Bio 100,115

30. Application of science to local and regional problems and the relationship of science to one’s personal health, well-being, and safety

Bio 100

31. Historical development and perspective on science including contribution of underrepresented groups and the evolution of major ideas and theories.

Bio 100, 105

32. Applications of science to the investigation of individual and community problems.

33. Use of technological tools in science, including calculators and computers.

Bio 105

34. Applications of basic statistics and statistical interpretation to the analysis of data.

Bio 105,

TABLE 4.8 Social Studies Specialty Area provides course specific Signature Assignments TABLE 4.8 Social Studies Specialty Area

Course Course Title Signature Assignments

His 101 Survey World Civ I Comprehensive final (short answer, identification, conceptual essays)

His 102 Survey World Civ II Comprehensive final (short answer, identification, conceptual essays)

His 201 History of US I Comprehensive final (short answer, identification, conceptual essays)

38

38 His 202 History of US II Comprehensive final (short

answer, identification, conceptual essays)

Pls 201 American Government Exams (objective and essay) Final Essay Exam

Eco 202 Economic Concepts II Exams (objective and essay) Final Essay Exam

Geo 211 World Geography Exams


Soc 204 Principles of Sociology Mid/Final Exams, Research assignment based on original peer reviewed articles

Reference TABLE 4.8 Science Specialty Area for course specific Signature Assignments aligned to courses cited in Table 4.9 NCSS.

4.9 National Council for the Social Studies/NCSS The Middle School Social Studies Program Specialty Area Matrix illustrates the relationship among the provisions of the Brescia University School of Education Program Middle School Teacher Certification (5-9) and the National Council for the Social Studies

1.0 Interdisciplinary Social Studies Themes Standards

Standards Evidence: Performance Data, Experiences, Courses

1.1 Theme One: Culture and Cultural Diversity: Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Culture and Cultural Diversity. Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of Culture and Cultural Diversity. Preservice teachers should gain the knowledge and skills to:

enable learners to analyze and explain the ways groups, societies, and cultures address human needs and0 concerns;

His 101, 102

guide learners as they predict how data and experiences may be interpreted by people from diverse cultural perspectives and frames of references;

His 101, 102, 333

assist learners to apply an understanding as an integrated whole that explains the functions and interactions of language, literature, the arts, traditions, beliefs and values, and behavior patterns;

His 101, 102

encourage learners to compare and analyze societal patterns for preserving and transmitting culture while adapting to environmental and social change;

ask learners to give examples and describe the importance of cultural unity and diversity within and across groups;

have learners interpret patterns of behavior reflecting values and attitudes that contribute or pose obstacles to cross-cultural understanding;

guide learners as they construct reasoned judgments about specific cultural responses to persistent human issues;

have learners explain and apply ideas, theories and modes of inquiry drawn from anthropology and sociology in the examination of persistent issues and social problems

1.2 Theme Two: Time, Continuity, and Change: Social Studies teachers should possess the knowledge, capabilities, and

dispositions to organize and provide instruction at the appropriate school level for the study of Time, Continuity, and

39

39



Change. Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of time, continuity, and change. Preservice teachers should gain the knowledge and skills to:

assist learners to understand that historical knowledge and the concept of time are socially influenced constructions that lead historians to be selective in the questions they seek to answer and the evidence they use;

All History Courses

have learners apply key concepts from the study of history such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among the patterns of historical change and continuity;

All History Courses

ask learners to identify and describe significant historical periods and patterns of change within and across cultures, such as the development of ancient cultures and civilizations, the rise of nation-states, and social, economic, and political revolutions;

All History Courses

guide learners as they systematically employ processes of critical historical inquiry to reconstruct and reinterpret the past, such as using a variety of sources and checking their credibility, validating and weighing evidence for claims, and searching for causality;

All History Courses

provide learners with opportunities to investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical judgment;

All History Courses

enable learners to apply ideas, theories, and modes of historical inquiry to analyze historical and contemporary developments, and to inform and evaluate actions concerning public policy issues.

All History Courses

1.3 Theme Three: People, Places, and Environment: Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of People, Places, and Environment. Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of people, places, and environments. Preservice teachers should gain the knowledge and skills to:

enable learners to construct, use and refine mental maps of locales, regions, and the world that demonstrates their understanding of relative location, direction, size, and shape;

Geo 211, 212

have learners create, interpret, use, and distinguish various representations of Earth, such as maps, globes and photographs, and use appropriate geographic tools such as atlases, data bases, systems, charts, graphs, and maps to generate, manipulate, and interpret information;

Geo 211, 212

teach students to estimate and calculate distance, scale, area, and density, and to distinguish spatial distribution patterns;

Geo 211, 212

help learners to locate, distinguish, and describe the relationships among varying regional and global patterns of geographic phenomena such as landforms, climate, and natural resources;

Geo 211, 212

challenge learners to speculate about and explain physical system changes, such as seasons, climate, and weather;

Geo 211, 212

ask learners to describe how people create places that reflect culture, human needs, current values and ideals, and government policies;

Geo 211, 212

challenge learners to examine, interpret, and analyze the interactions of human beings and their physical environments;

Bio 110

have learners explore the ways Earth’s physical features have changed over time; and to describe and assess the ways historical events have influenced and have been influenced by physical and human geographic features;

His 101, Geo 211, 212

40

40



provide learners with opportunities to observe and analyze social and economic effects of environmental changes and crises;

Bio 110

challenge learners to consider, compare, and evaluate existing alternative uses of resources and land in communities, regions, nations, and the world.

Bio 110

1.4 Theme Four: Individual Development and Identity: Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Individual Development and Identity. Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of individual human development and identity. Preservice teachers should gain the knowledge and skills to:

assist learners in articulating personal connections to time, place, and social/cultural systems;

Soc 204

help learners to identify, describe, and express appreciation for the influences of various historical and contemporary cultures on an individual’s daily life;

Soc 204,

assist learners to describe the ways family, religion, gender, ethnicity, nationality, socioeconomic status, and other group and cultural influences contribute to the development of a sense of self;

Psy 105

have learners apply concepts, methods, and theories about the study of human growth and development, such as physical endowment, learning, motivation, behavior, perception, and personality;

Psy 300

guide learners as they examine the interactions of ethnic, national, or cultural influences in specific situations or events;

Soc 204

enable learners to analyze the role of perceptions, attitudes, values, and beliefs in the development of personal identity;

Psy 105

have learners compare and evaluate the impact of stereotyping, conformity, acts of altruism, and other behaviors on individuals and groups;

assist learners as they work independently and cooperatively within groups and institutions to accomplish goals;

Psy 102

enable learners to examine factors that contribute to and damage one’s mental health and analyze issues related to mental health and behavioral disorders in contemporary society.

Psy 350

1.5 Theme Five: Individuals, Groups, and Institutions: Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Individuals, Groups, and Institutions. Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of Individuals, Groups, and Institutions. Preservice teachers should gain the knowledge and skills to:

help learners understand the concepts of role, status, and social class and use them in describing the connections and interactions of individuals, groups, and institutions in society;

Soc 204, Psy 105, 260

help learners analyze group and institutional influences on people, events, and elements of culture in both historical and contemporary settings;

explain to learners the various forms institutions take, and explain how they develop and change over time;

assist learners in identifying and analyzing examples of tensions between expressions of individuality and efforts used to promote social conformity by groups and institutions;

ask learners to describe and examine belief systems basic to specific traditions and laws in contemporary and historical movements;

41

41



challenge learners to evaluate the role of institutions in furthering both community and change; guide learner analysis of the extent to which groups and institutions meet individual needs and promote the common good in contemporary and historical settings;

assist learners as they explain and apply ideas and modes of inquiry drawn from behavioral science and social theory in the examination of persistent issues and social problems.

1.6 Theme Six: Power, Authority, and Governance: Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Power, Authority, and Governance. Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of power, authority, and governance. Preservice teachers should gain the knowledge and skills to:

enable learners to examine the rights and responsibilities of the individual in relation to his or her family, social groups, community, and nation;

Pls 250

help students to explain the purpose of government and how its powers are acquired, used, and justified;

Pls 200, 201

provide opportunities for learners to examine issues involving the rights, roles, and status of individuals in relation to the general welfare;

Pls 250

ask learners to describe the way nations and organizations respond to forces of unity and diversity affecting order and security;

have learners explain conditions, actions, and motivations that contribute to conflict and cooperation within and among nations;

His 312, Pls 400

help learners identify and describe the basic features of the American political system, and identify representative leaders from various levels and branches of government;

Pls 201

challenge learners to apply concepts such as power, role, status, justice, and influence to the examination of persistent issues and social problems;

Pls 250

guide learners to explain how governments attempt to achieve their stated ideals at home and abroad.

Pls 100

1.7 Theme Seven: Production, Distribution, and Consumption: Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Production, Distribution, and Consumption. Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of production, distribution, and consumption of goods and services. Preservice teachers should gain the knowledge and skills to:

enable learners to explain how the scarcity of productive resources (human, capital, technological, and natural) requires the development of economic systems to make decisions about how goods and services are to be produced and distributed;

Eco 201

help learners analyze the role that supply and demand, prices, incentives, and profits play in determining what is produced and distributed in a competitive market system;

Eco 201

help learners compare the costs and benefits to society of allocating goods and services through private and public sectors;

Eco 201

explain to learners the relationships among the various economic institutions that comprise economic systems such as households, businesses, banks, government agencies, labor unions, and corporations;

Eco 201, 202

guide learner analysis of the role of specialization and exchange in economic processes;

Eco 201, 202

provide opportunities for learners to assess how values and beliefs influence economic decisions in different societies;

Eco 201, 202,

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42



have learners compare basic economic systems according to how rules and procedures deal with demand, supply, prices, the role of government, banks, labor and labor unions, savings and investments, and capital;

Eco 201, 202

challenge learners to apply economic concepts and reasoning when evaluating historical and contemporary social developments and issues;

Eco 201, 202

ask learners to distinguish between the domestic and global economic systems, and explain how the two interact;

Eco 201, 202,

guide learners in the application of knowledge of production, distribution, and consumption in the analysis of public issues such as the allocation of health care or the consumption of energy, and in devising economic plans for accomplishing socially desirable outcomes related to such issues;

Eco 201, 202

help learners to distinguish between economics as a field of inquiry and the economy.

Eco 201

1.8 Theme Eight: Science, Technology and Society: Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Science, Technology and Society. Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of science and technology. Preservice teachers should gain the knowledge and skills to:

enable learners to identify, describe, and examine both current and historical examples of the interaction and interdependence of science, technology, and society in a variety of cultural settings;

His 101, 102

provide opportunities for learners to make judgments about how science and technology have transformed the physical world and human society and our understanding of time, space, place, and human-environment interactions;

Bio 110

have learners analyze the way in which science and technology influence core societal values, beliefs, and attitudes and how societal attitudes shape scientific and technological change;

Phl 231, Phl 346, other Brescia University GER, Soc 101, Soc 204, Upper Division Sociology and History Electives

prompt learners to evaluate various policies proposed to deal with social changes resulting from new technologies;

Soc 319, Pls 201, Soc 101

help learners to identify and interpret various perspectives about human societies and the physical world using scientific knowledge, technologies, and ethical standards from diverse world cultures;

Soc 310, Phl 231, His 430, His 342, His 102, His 202

encourage learners to formulate strategies and develop policy proposals for influencing public discussions associated with science/technology-society issues.

Pls 201, Soc 101, Soc 204, Eco 201/202

1.9 Theme Nine: Global Connections: Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Global Connections. Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of global connections and interdependence. Preservice teachers should gain the knowledge and skills to:

enable learners to explain how language, art, music, belief systems, and other cultural elements can facilitate global understanding or cause misunderstanding;

His 101, 102, 332, 342,

help learners to explain conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations;

Pls 304, His 312, Pls 400

provide opportunities for learners to analyze and evaluate the effects of changing technologies on the global community;

Pls 400

challenge learners to analyze the causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues, such as health care, security, resource allocation, economic development, and environmental quality;

Bio 110, 325

43

43



guide learner analysis of the relationships and tensions between national sovereignty and global interests in such matters as territorial disputes, economic development, nuclear and other weapons deployment, use of natural resources, and human rights concerns;

Pls 400, Geo 211, 212

have learners analyze or formulate policy statements in such ways that they demonstrate and understanding of concerns, standards, issues, and conflicts related to universal human rights;

help learners to describe and evaluate the role of international and multinational organizations in the global arena;

Pls 400

have learners illustrate how individual behaviors and decisions connect with global systems.

1.10 Theme Ten: Civic Ideals and Practices: Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Civic Ideals and Practices. Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of civic ideals and practices. Preservice teachers should gain the knowledge and skills to:

assist learners to understand the origins and interpret the continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law;

Pls 201, 402, 411, His 201

guide learner efforts to identify, analyze, interpret, and evaluate sources and examples of citizens’ rights and responsibilities;

Pls 201

facilitate learner efforts to locate, access, analyze, organize, synthesize, evaluate, and apply information about selected public issues identifying, describing, and evaluating multiple points of view;

Pls 250

provide opportunities for learners to practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic;

Pls 201

help learners to analyze and evaluate the influence of various forms of citizen action on public policy;

Pls 201

prepare learners to analyze a variety of public policies and issues from the perspective of formal and informal political actors;

Pls 250

guide learners as they evaluate the effectiveness of public opinion in influencing and shaping public policy development and decision-making;

Pls 201, 250

encourage learner efforts to evaluate the degree to which public policies and citizen behaviors reflect or foster the stated ideals of a democratic republican form of government;

Pls 201, 250

support learner efforts to construct policy statements and action plans to achieve goals related to issues of public concern;

PLs 201, 250

create opportunities for learner participation in activities to strengthen the common good, based upon careful evaluation of possible options for citizen action.

Pls 201, 250

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44 Kentucky P-12 Curriculum Middle School candidates graduate competent in the areas of Kentucky Core Academic Standards for Middle School content areas grades 5-9. The SOE faculty provides the pedagogical knowledge collaborates closely with the content area faculty who provide the content knowledge. The 24 -25 required hours from two majors reflects a strong knowledge and skills based in content specialty areas knowledge. The content related education courses (Teaching Reading in the Content Area Edu 322, Teaching Mathematics Edu 324, Teaching Language Arts in Content Area Edu 326, Teaching Social Studies Edu 328, and Teaching Science Edu 329) provide the candidates an opportunity to closely examine and become familiar with Kentucky Core Academic Standards. Curriculum and Classroom Management, Edu 412, pushes the candidate to general application of curriculum development and understanding. The candidates evidence their mastery of content knowledge by maintaining the required > 2.75 GPA in their professional core, obtaining faculty references at Admission to School of Education and Admission to Clinical Practice check points, and a passing score on the Praxis Content Specialty Test indicate their competency. The candidates gain pedagogical knowledge through their Professional Education requirements of 38 - 35 credit hours. The above mentioned course as well as Practicum and Clinical Practice build pedagogical knowledge from knowledge to synthesis. They are provided the necessary training and skills so they will be able to develop scholarly curiosity and collaborate in the delivery of innovative instructional techniques. Candidates will also develop the ability to recognize and meet the needs of diverse classrooms. This foundation frames the candidates’ ability to develop unit plans which connect objectives to the state curriculum documents. Candidates examine the characteristics of sound formative and summative classroom assessments which are included in their unit and lesson planning. These are accomplished through direct instruction, group activities, role play, field experiences and clinic hours, reading of effective teaching strategies in literature, and mock teaching experiences. The candidates evidence their pedagogical knowledge through unit/lesson plan development, micro teaching, course examinations, field experiences and clinic hours, reflective journaling, exhibits in their professional Teaching Portfolios, and self-assessment through PGP development and revisions. To enable the candidate to see the connection of continuous learning from elementary to post-secondary education, the College and Career Readiness Anchor Standards (CCR) of Reading, Writing, Language, and Speaking and Listening have been incorporated in the objectives of the Education courses. Table 5.1 KCAS Relationship with Middle School Professional Courses

Course

Number

Course Title Signature Assignment Kentucky Core Academic Standards (KCAS)

Edu 204 Intro to Education

KTIP lesson plan & Dispositional paper Required to include KCAS in KTIP lesson plan as relates to Middle Level content area of instruction, Related Middle Level -ELA

Edu 246 Technology Application in Education

Completion of a culminating project involving development of a summative learning digital experience

Required to include KCAS in KTIP lesson plan as relates to Middle Level content area of instruction High School Technology : Information, Communication and Productivity, Safety and Ethical/Social Issues, Research, Inquiry/Problem-Solving and Innovation, Related Middle Level -ELA

Edu 255 Teach Diverse Populations


Psy 300 Developmental Psychology

Exams, developmental periods/theorists papers

45

45 Edu 301 Growth,

Development, & Learning

Review of a recent journal article that refers to Human Growth, Development, and Learning Theory.

EDU 315

Adolescent Literature

Literature Lesson Plan

English/Language Arts: 6-8 Reading and Literature: Text complexity and the

growth of comprehension

Writing and Research: Text types, grade-level

focuses, and research

Speaking and Listening: Flexible communication

Language Development: Conventions and vocabulary EDU 322

Teaching Reading in the Content Area


Required to include KCAS in KTIP lesson plan as relates to Middle Level content area of instruction, Related English/Language Arts: 6-8

Reading and Literature: Text complexity and the






Teaching

Mathematics

Mathematics unit aligned with KCAS Mathematics

Mathematics 6-8: Ratios and Proportional

Relationships, The Number System, Expressions and

Equations, Geometry, Statistics and Probability,

Functions. Integration of Middle Level Education

ELA EDU 326

Teaching LA In the Content Areas

Integrated Lesson plan aligned with KCAS ELA standards and content standards

Required to include KCAS in KTIP lesson plan as relates to Middle Level content area of instruction, Related English/Language Arts: 6-8

Reading and Literature: Text complexity and the






Teaching Social Studies

Develop series of Lesson Plans aligned with KCAS SS standards

Middle Level Education: Government and Civics,

Cultures and Societies, Economics, Geography,

Historical Perspective. Integration of Middle Level

Education ELA EDU 329

Teaching Science

KCAS science aligned lesson plans

Middle School Science: 6-8 Structure and Properties

of Matter, Chemical Reactions Forces and Interactions,

Energy Waves and Electromagnetic Radiation

Structure, Function, and Information Processing,

Matter and Energy in Organisms and Ecosystems,

Interdependent Relationships in Ecosystems, Growth,

Development. Integration of Middle Level Education

ELA EDU 412

Curriculum & Classroom

Management for the Middle

Grades

Classroom management plan Required to include KCAS in KTIP lesson plan as relates to Middle Level content area of instruction, Related Middle Level -ELA

Edu 416 Practicum Portfolio requirements: reflection (journals/bi-weekly self-evaluations) Lesson plans, Assessment, PGP

Required to include KCAS in KTIP lesson plan as relates to Middle Level content area of instruction, Related Middle Level -ELA

Edu 435 Clinical Practice: Middle School

Portfolio requirements: reflection (journals/bi-weekly self evaluations) Lesson plans, Assessment, PGP

Required to include KCAS in KTIP lesson plan as relates to Middle Level area of instruction, Related Middle Level -ELA

46

46 Table 5.2: KCAS Relationship with Middle School English Required Courses

Course Course Title Signature Assignment KCAS

Eng 101 Writing I 8-10 graded 500-word essays with a final in-class essay.

English/Language Arts: 5 -9 Reading and Literature: Text complexity and the growth of comprehension Writing and Research: Text types, grade-level focuses, and research Speaking and Listening: Flexible communication Language Development: Conventions and vocabulary

Eng 102 Writing II 4-5 graded 500-750 word essays including a final in-class essay and a 5-7 page research paper.


Eng 300 Advanced Writing

Essays Research Paper


Eng 301 Creative Writing

Portfolio of Creative Writings English/Language Arts: 5 -9 Reading and Literature: Text complexity and the growth of comprehension Writing and Research: Text types, grade-level focuses, and research Speaking and Listening: Flexible communication Language Development: Conventions and vocabulary

Eng 306 Linguistics Exams Research Project


Eng 321 English Literature I

Exams Research Project


Eng 322 English Literature II


English/Language Arts: 5 -9 Reading and Literature: Text complexity and the growth of comprehension

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47 Writing and Research: Text types, grade-level focuses, and research Speaking and Listening: Flexible communication Language Development: Conventions and vocabulary

Eng 341 American Literature I



Eng 342 American Literature II



Eng 390 Advanced Grammar & Editing

Researched Notebook Edited Papers Exams


Table 5.3: KCAS Relationship with Middle School Mathematics Required Courses

Course Course Title Signature Assignment KCSA

Mth 204 Fundamental Math Elementary

Teachers II

Exam Mathematics 5-9: Ratios and Proportional



Functions

Mth 111 College Algebra/Trig I Exam Mathematics 5-9: Ratios and Proportional


Equations, Functions

Mth 112 College Algebra/Trig II Exam Mathematics 5-9: Ratios and Proportional



Mth 211 Calculus I Exam Mathematics 5-9: Ratios and Proportional



Mth 212 Calculus II Exam Mathematics 5-9: Ratios and Proportional



Mth 213 Calculus III Exam Mathematics 5-9: Ratios and Proportional



Mth 250 Statistics Statistical Study Mathematics 5-9: Statistics and Probability

48

48 Mth 308 Linear Algebra Exam Mathematics 5-9Ratios and Proportional



Mth 310 Geometry Projects Mathematics 5-9: Geometry

Mth 313 Probability & Statistics Statistical Study Mathematics 5-9: Statistics and Probability

Mth 350 Math History Exam Mathematics 5-9: Ratios and Proportional



Functions

CS 110 Programming I Programs Technology 5-9: Information, Communication and

Productivity, Safety and Ethical/Social Issues,

Research, Inquiry/Problem-Solving and Innovation

CS 350 Problem Solving with Computers Programs Technology 6-8: Information, Communication and



Middle Level Education ELA/Literacy

CS 370 Telecommunication Project Technology 5-9: Information, Communication and



Literacy

Table 5.4: KCAS Relationship with Middle School Science Required Courses

Course Course Title Signature Assignment KCSA

Bio 105, 105L


Middle School Science: 6-8 Matter and Energy in Organisms and Ecosystems, Interdependent Relationships in Ecosystems, Growth, Development, and Reproduction of Organisms, Natural Selection and Adaptations, Human Impacts, Engineering Design

Bio 115, 115L

Molecular/ Cellular Bio & Lab Paper on cell topic, 3 exams & cumulative final exam

Middle School Science: 6-8 Structure and Properties of Matter, Chemical Reactions Forces and Interactions, Energy Waves and Electromagnetic Radiation Structure, Function, and Information Processing, Matter and Energy in Organisms and Ecosystems, Interdependent Relationships in Ecosystems, Growth, Development, and Reproduction of Organisms, Natural Selection and Adaptations, Space Systems, History of Earth, Earth’s Systems, Weather and Climate, Human Impacts, Engineering Design

Bio 105, 105L


Middle School Science: 6-8 Matter and Energy in Organisms and Ecosystems, Interdependent Relationships in Ecosystems, Growth, Development, and Reproduction of Organisms, Natural Selection and Adaptations, Human Impacts, Engineering Design

Chm 100 Introduction to Chemistry Bi-Chapter Exams, Specific objective driven lab reports

Middle School Science: 6-8 Structure and Properties of Matter, Chemical Reactions, Engineering Design

Chm 101/L General Chemistry I Bi-Chapter Exams, Specific objective driven lab reports


Chm 102/L General Chemistry II Bi-Chapter Exams, Specific objective driven lab reports


Phs 104 Astronomy Bi-weekly in-class animation-based quizzes


Phs 110 Introduction to Physical Science Team presentations Middle School Science: 6-8 Space Systems, History of Earth, Earth’s Systems, Weather and Climate, Engineering Design

PhS 201, 201L

General Phys I & Lab Comprehensive lab reports on selected laboratory experiments

Middle School Science: 6-8 Forces and Interactions, Energy Waves and Electromagnetic Radiation

49

49 (“reenactments” of groundbreaking experiments in physics)

Structure, Function, and Information Processing, Engineering Design

PhS 202/ 202L

General Physics 2/Lab Comprehensive lab reports on selected laboratory experiments (“reenactments” of groundbreaking experiments in physics)

Middle School Science: 6-8 Forces and Interactions, Energy Waves and Electromagnetic Radiation Structure, Function, and Information Processing, Engineering Design

Table 5.5: KCAS Relationship with Middle School Social Studies Required Courses

Course Course Title Signature Assignment KCAS

His 101 Survey World Civ I Comprehensive final (short answer, identification, conceptual essays)

Middle Level Education: Government and Civics, Cultures and Societies, Economics, Geography, Historical Perspective Middle Level ELA

His 102 Survey World Civ II Comprehensive final (short answer, identification, conceptual essays)


His 201 History of US I Comprehensive final (short answer, identification, conceptual essays)


His 202 History of US II Comprehensive final (short answer, identification, conceptual essays)



Middle Level Education: Cultures and Societies, Economics, Historical Perspective Middle Level ELA

Eco 202 Economic Concepts II Exams (objective and essay) Final Essay Exam

Middle Level Education: Cultures and Societies, Economics, Historical Perspective Middle Level ELA

Geo 211 World Geography Exams Middle Level Education: Government and Civics, Cultures and Societies, Economics, Geography, Historical Perspective Middle Level ELA


Middle Level Education: Government and Civics, Historical Perspective Middle Level ELA

Soc 204 Principles of Sociology Mid/Final Exams, Research assignment based on original peer reviewed articles

Middle Level Education: Cultures and Societies, Historical Perspective Middle Level ELA

EPSB Themes

The EPSB Themes Matrix illustrates the relationship among the provisions of the Brescia University School of

Education Middle School Professional Core courses with the EPSB Themes.

TABLE 6: EPSB Themes Relationship with Middle School Professional Core

EPSB Themes

Signature Assignments

Diversity

Assessment

Literacy/ Reading

Closing the

Achievement Gap


50

50 EDU 108 Orientation to School of Education or EDU 204 Introduction to School of Education

KTIP lesson plan &

Dispositional

paper

Introduction to global education issues; working with diverse populations

Presentation of a lesson following KTIP lesson plan format with self-assessment

Utilization of descriptive observations through written reports

Realization of the importance of lifelong learning in attaining and maintaining success as a professional educator.

EDU 246 Technology Application and Integration in Education

Completion of a

culminating

project involving

development of a

summative

learning digital

experience

Utilization and modifications of technology to meet diverse learner needs at any grade level

Application of multiple formative assessment strategies leveraging appropriate technologies

Utilization of perceptive and adaptive technologies to leverage individualized literacy plans

Design and development of digital-age learning experiences as application assessment

EDU 255 Teaching Diverse Populations of Children and Youth


Exploration of current issues: legal requirements, definitions educational needs, classroom adaptations and techniques

Recognition of elements of non-discriminatory assessment

Exploration of methods for teaching literacy to children with exceptional needs

Introduction to RtI practices

PSY 300 Developmental

Psychology

Exams and Major

Paper

Introduction to

Human

Development,

Uniqueness of the

Individual, Range of

Diversity

Formative on:

Theories,

Research and

Domains of

Human

Development

Read, Summarize,

and draw

conclusions from

text and research

Development of a

conceptual

framework of

human

development:

physical, social,

emotional,

intellectual, moral,

and personality

domains;

demonstration of

impact of heredity

and environment on

processes of

human

development

EDU 301 Growth Learning & Development

Review of a recent

journal article that

refers to Human

Growth,

Development, and

Learning Theory.

Analysis and synthesis of human growth & development concepts with respect to physical, social, cognitive, gender, emotional

Awareness of purpose of various assessments

Exploration of the influence of family literacy on the child

Exploration of matching instructional approaches to learners to maximize learning outcomes

51

51 and personality issues

EDU 315 Adolescent Literature

Literature Lesson

Plan

Exposure to all genres of adolescent literature

Analysis of various adolescent books

Analysis of various books in all genres through written reviews

Research on activities/methods for diverse ability levels, needs

EDU 322 Teaching Reading in the Content Area


Identification and evaluation of national, state and local trends in teaching Reading using Common Core State Standards

Creation and alignment of assessments to teaching objectives and I CAN statements

Exploration and utilization of a variety of Reading strategies for both teachers and learners

Alignment of differentiated instructional models/techniques and practices to individual learner needs

EDU 324 Teaching Mathematics

Mathematics unit

aligned with KCAS

Mathematics

Research and exploration of issues relating to diversity, equity, problem solving, and attitudes

Design and implementation of assessment strategies to measure learner outcomes

Research on problem solving strategies and data base of appropriate resources

Reflection on various learning theories

EDU 326 Teaching LA In the Content Areas

Integrated Lesson

plan aligned with

KCAS ELA

standards and

content standards

Development of lesson plans to meet the needs of individual learners

Evaluation of the writing processes and other literacy skills

Utilization of critical writing and technology in the language arts curriculum

Application of stages of literacy skills

EDU 328 Teaching Social Studies

Develop series of

Lesson Plans

aligned with KCAS

SS standards

Identification of local, national, and global issues and their implication for society, schools, and learners

Design of formative and summative assessments of middle level social studies learners

Incorporation of social studies across curricular areas through literature and interdisciplinary connections

Reflection on various learning theories


KCAS science

aligned lesson

plans

Utilization of KY Standards-Based Unit template to design lessons that accommodate learners with diverse needs

Incorporation of formative and summative assessments in unit lessons

Incorporation of science across curricular areas through literature and interdisciplinary connections

Utilization of inquiry and problem based approaches to provide active learning opportunities that engage all learners

EDU 412 Curriculum & Classroom Management for the Middle Schools

Classroom Management Plan

Design of an interdisciplinary unit of work to address modalities, learning styles, culture and exceptionalities.

Development of teacher-made assessment tools to measure learners’ progress.

Research on and presentation of information on the impact of ethnicity or discipline on learners’ academic and

Development of a method of curriculum delivery that includes the use of positive behavior support systems.

52

52 behavioral performance

EDU 416 Practicum

Course

requirements:

reflection

(journals/mid &

final self-

evaluations),

Lesson plans,

Assessment, PGP

Demonstration of the ability to design and implement appropriate instruction for all learners

Demonstration of the ability to assess learners’ progress and analyze data to inform instructional practice

Application of professional readings to professional practice

Demonstration of the impact of knowing the school and class culture on the performance of all learners

EDU 435 Clinical Practice Middle School

Portfolio

requirements:

reflection

(journals/bi-

weekly self-

evaluations)

Lesson plans,

Assessment, PGP

Creation and implementation of appropriate instruction within a developmental and curricular framework

Development, implementation, and analysis of formative and summative assessment to make appropriate instructional decisions

Incorporation of literacy across content areas

Implementation of effective strategies that meet the needs of all learners

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53

Program Faculty Education

English

Mathematics

Science

Social Studies

Syllabi

Required Education Courses EDU 204 Introduction to Education or EDU 108 Orientation to School of Education

EDU 246 Technology Application and Integration in Education

EDU 255 Teaching Diverse Populations of Children and Youth

PSY 300 Developmental Psychology

EDU 301 Growth Learning and Development

EDU 315 Adolescent Literature (required Middle School English)

EDU 322 Teaching Reading in the Content Areas

EDU 324 Teaching Mathematics

EDU 326 Teaching Language Arts in the Content Areas

EDU 328 Teaching Social Studies


EDU 412 Curriculum and Classroom Management for the Middle Grades

EDU 416 Practicum: Middle Grades

EDU 435 Clinical Practice: 5-9 (see Clinical Practice Handbook)

Required Content Area Courses/Sampling English

o Eng 204 Introduction to Literature, o Eng 321 English Literature I o Eng 322 English Literature II o Eng 341 American Literature I o Eng 342 American Literature II

Science o Bio 105/105L Ecology and Evolution o Bio 115/115L Molecular/Cellular Biology o Bio 215 Biological Diversity o Bio 300/300L Genetics

Social Studies o Eco 201 Economic Concepts I o PLS-201-01 America Government o Soc 204Principles of Sociology o His 101 World Civilizations I o His 102 World Civilizations II o His 201 History of the United States to 1865 o His 202 The United States since 1865

http://www.brescia.edu/_uploads/Faculty-Matrix-Middle-School-Education.pdf

http://www.brescia.edu/_uploads/Faculty-Matrix-Middle-School-English.pdf

http://www.brescia.edu/_uploads/Faculty-Matrix-Middle-School-Math.pdf

http://www.brescia.edu/_uploads/Faculty-Matrix-Middle-School-Science.pdf

http://www.brescia.edu/_uploads/Faculty-Matrix-Middle-School-Social-Studies.pdf

http://www.brescia.edu/_uploads/EDU-204-Wolken-S2015.pdf

http://www.brescia.edu/_uploads/EDU-246-Tech-App-Int-in-ED-Constant-S20151.pdf

http://www.brescia.edu/_uploads/EDU-255-Payne-S20151.pdf

http://www.brescia.edu/_uploads/psy-300-Will-S2015.pdf

http://www.brescia.edu/_uploads/EDU-301-Payne-S20151.pdf

http://www.brescia.edu/_uploads/Edu-314-315-Gunter-F13.pdf

http://www.brescia.edu/_uploads/Edu-322-327-Morgan-F131.pdf

http://www.brescia.edu/_uploads/EDU-323-324-Eaves-S2015.pdf

http://www.brescia.edu/_uploads/EDU-325-326-Morgan-S2015.pdf

http://www.brescia.edu/_uploads/Edu-319-328-Payne-F2014.pdf

http://www.brescia.edu/_uploads/EDU-320-329-JPayne-F2014.pdf

http://www.brescia.edu/_uploads/EDU-412-413-Chase-S2015.pdf

http://www.brescia.edu/_uploads/Edu-416-Wolken-F13-MS.pdf

http://www.brescia.edu/_uploads/Clinical-Practice-Reg-Ed-Sp-Ed-Handbook-2014-2015.pdf

http://www.brescia.edu/_uploads/English-Sampling1.pdf

http://www.brescia.edu/_uploads/science-sampling1.pdf

http://www.brescia.edu/_uploads/Social-Studies-Sampling1.pdf

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54

Math o Mth 211 Calculus I o Mth 212 Calculus II o Mth 308 Linear Algebra o Mth 313 Probability and Statistics

Curriculum Contract(s)/Guide Sheet(s) English/Science Specialization

English/Social Studies Specialization

Mathematics/English Specialization

Mathematics/Science Specialization

Mathematics/Social Studies Specialization

Social Studies/Science Specialization

http://www.brescia.edu/_uploads/Math-Sampling1.pdf

http://www.brescia.edu/_uploads/MS-EngScience15.pdf

http://www.brescia.edu/_uploads/MS-EngSocStu15.pdf

http://www.brescia.edu/_uploads/MS-MathEng15.pdf

http://www.brescia.edu/_uploads/MS-MathSci15.pdf

http://www.brescia.edu/_uploads/MS-MathSocSt15.pdf

http://www.brescia.edu/_uploads/MS-SocStSci15.pdf

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