THE FLORIDA AGRICULTURAL AND MECHANICAL UNIVERSITY COLLEGE OF EDUCATION

TALLAHASSEE, FLORIDA 32307

Course Syllabus

Course Number

Course Title

Credits

Clock Hours Per

Week RED 5549

FOUNDATIONS OF ASSESSMENT

3

3

Department: Elementary Education

Required Textbook(s) and Materials: Shapiro, E.S. (2009). Academic Skills Problems: Direct Assessment and Intervention, 3nd edition, New York, Guilford. This textbook provides a comprehensive framework for the direct assessment of academic skills. CORE: Assessing Reading, Multiple Measures (2009)

Faculty Name

Office Location: GEC 308-A

Office Telephone: 599-3107 Term and Year:

Office Hours: Mondays Tuesdays Wednesdays Thursdays Fridays

COURSE DESCRIPTION This graduate level course builds upon prior coursework that covered the foundations of language and cognition, elements of explicit and systematic instruction, and the major reading components of Scientifically Based Reading Research (SBRR; phonological awareness, phonics, fluency, vocabulary, and comprehension). This course addresses the third reading competency: foundations of assessment and understanding the role of assessments (including the Dynamic Indicators of Basic Early Literacy Skills or DIBELS and Curriculum-based measurement) in guiding reading instruction and instructional decision making. Therefore, we will focus on using assessment selectively to improve outcomes for students who are not making adequate yearly progress in reading. This syllabus reflects the rigorous state (e.g., Just Read! Florida) and federal (No Child Left Behind Act of 2001) requirements that all teachers have the high quality skills to provide SBRR reading instruction for all students. Furthermore, you will work cooperatively with colleagues to build a community of learners. These activities will support you in building your instructional toolbox as you continue across your teaching experiences to design instruction and differentiate interventions for diverse learners. This course will also incorporate "responsiveness to intervention" as the alternative to the IQ-achievement discrepancy approach to identifying learning disabilities. We will work together to help you understand the cycle of identifying a student's reading problem(s), conducting an intervention, and evaluating a student's response to the intervention. First, you will learn concepts about measurement and the process of assessment including testing formats, reliability and validity. Second, you will learn how to administer screening, progress monitoring, and to select and administer appropriate diagnostic tests of reading, oral and written language. Third, you will develop an understanding of interpretive issues and accommodations for assessing ESOL students and student with disabilities. Finally, to help you learn to apply assessment techniques, you will practice with peers and with children, you will respond to case studies of struggling readers, and begin to develop appropriate objectives for lesson plans, 504 plans, AIP plans, and IEPs.

STRUCTURE OF THE CLASS AND THE DELIVERY OF INSTRUCTION

This class will be delivered in a cooperative learning format. Everyone in the classroom is responsible for everyone else’s learning. The Professor will serve as the Instructional Leader and Facilitator. Much of your work in class will be done in small groups. You will be randomly assigned to a group. After three chapters have been covered, groups will be reformed. You will be given study guides before each chapter. You will be required to complete each guide outside the class. Upon arrival to class, you should immediately get into your groups and begin working. Work in the group should consist of comparing responses to the study guide, helping each other with problems that they may have had if any, making sure that each individual in the group understands each item on the study guide, deciding who will represent the group for each item in the whole group discussion.

At the beginning of each class period, the professor will lead a short discussion on the topics related to literacy, children, their families, schools, teachers and learning. You will be expected to take an active role in the discussions by contributing when appropriate. There are five broad topics that you will be required to prepare a critique from one of major literacy journals. You may consult journals from the list provided earlier. The critiques should be done in the American Psychological Association format. After you detailed summary of the articles contents, provide a thoughtful personal reaction. Give your overall impression of the article, give the strength and weaknesses, how does this information conform with what you knew before, tell how you would use its contents, and finally, would you recommend this article for your colleagues. Nearing the end of the semester, we will begin our simulated teaching exercises. You are to plan a thirty minute lesson on a topic agreed upon by both of us. Develop a lesson plan in the format shown on the attached sheet. You may volunteer for a scheduled time to teach your lesson. If there are no volunteers, then we proceed down the role in alphabetical order. Before beginning a lesson, read your objectives to the class, and provide any orientation to your lesson as you feel appropriate. At the end of your lesson, you will be asked to read each of your behavioral objectives to the class again, one by one. The class will be asked if the objectives have been received. They will provide explanations of why they think the objectives were achieved or not. Next the students will be asked to tell you what the strengths of the lessons were. Next they will tell you what the weaknesses were and how the lesson could have been approved. Next, the class will be asked if they would like for you to teach their child a lesson. Finally, the Professor will provide an oral evaluation of the lesson. Your grade for this activity will consist of a combination of the quality of your lesson plan and the quality of your teaching presentation.

PROFESSIONAL EDUCATION UNIT CONCEPTUAL FRAMEWORK

The Conceptual Framework in the Professional Education Unit at Florida A&M’s University College of Education is an integrated approach to providing educational experiences that result in exemplary professional educators. The Framework is comprised of several activities and themes with the mission of developing high quality classroom teachers, administrators and support personnel. The term “exemplary” refers to the kind of graduates the unit strives to produce. The Educational Leadership Program has identified the professional content and experiences of the Educator Accomplished Practices specified by the Florida Standards Commission, the Florida Essential Teaching Competencies identified by the Florida Department of Education ESOL Standards, the competencies and domains identified by the Florida Council for Educational Management and the standards identified by the National Council for the Accreditation of Teacher Education. Figure 1 provides a diagram of the Exemplary Professional Conceptual Framework. A list of the specific competencies is provided in the appendix.

FIGURE I

COURSE OBJECTIVES The Administration and interpretation of instructional assessments to include screening, diagnosis, and progress monitoring with purposes of prevention, identification, and remediation of reading difficulties. The Florida Department of Education (FDOE) has identified Accomplished Practices (AP) as well as specific competencies for individuals preparing to be teachers in the area of Exceptional Student Education (ESE) and English for Students of Other Languages (ESOL). FDOE has also identified competencies for the Reading Endorsement (RE). The student objectives described below have been derived from these competency lists, as indicated in bold following the outcome description. Upon completion of this course, students will be able to: 1. Define the purposes of assessment. (AP: Assessment, ESE 1.1; RE 3.1,3.2) 2. Describe the assessment requirements of IDEA, the Reading First Act of NCLB and Just

Read! Florida. (AP: Assessment, ESE 1.2; RE 3.1; PK 9.2) 3. Discuss and analyze concepts associated with data-based decision making incorporating

responsiveness to intervention in planning instructional programs for students including: screening, identification, program planning, and progress and program evaluation. (AP: Assessment, ESE 2.3; RE 3.2, 3.7, 3.8, 3.9; PK 9.3, 9.4, 9.5, 13.2)

4. Identify and describe general components of reading and major academic areas. (AP: Knowledge of Subject Matter)

5. Describe criteria for selection and application of assessment tools, including reliability,

validity, nonning, types of scores, etc. This will include selecting appropriate subtests of diagnostic tests based upon screening, progress monitoring, and informal assessments (AP: Assessment, ESE 3.2; RE 3.5; PK 9.4)

6. Interpret students' performance on formal and informal instruments. (AP: Assessment,

ESE 2.3; RE 3.3) 7. Determine what type of assessment information is useful in instructional planning.

Identify measurement concepts and appropriate use of norm-referenced and criterion- referenced tests. (AP: Assessment, 3.1; RE 3.4; PK 9.1)

8. Administer and score assessment instruments assigned in class. (AP: Assessment) 9. Describe informal assessment techniques, including error analysis, task analysis,

observation, etc. (AP: Assessment, ESE 2.5; RE 3.3; PK 9.3) 10. Describe issues related to assessing culturally and linguistically diverse students. Identify

interpretive issues that may arise when English language tests are used to assess reading growth in ESOL students. Identify reading assessment techniques appropriate for diagnosing and monitoring progress of ESOL students. (AP: Assessment, ESE 2.6; ESOL 4.4, 19.1; RE 3.11, 3.12; PK 9.5)

11. Describe legal and ethical considerations in assessment including current practice in

testing accommodations for diverse learners. 12. Demonstrate knowledge of the characteristics, administration, and interpretation of both

quantitative and qualitative instructional assessments to include screening, diagnosis, progress monitoring, and outcome measures. (RE 3.6; PK 9.2)

13. Identify appropriate criteria for selecting materials to include in portfolios for student

progress over time (RE 3.10; PK 9.2)

ACCOMPLISHED PRACTICES AND TEACHING COMPETENCIES

1. Refer to the Florida Educators Accomplished Practices and Teaching Competencies included in the appendices of this course syllabus.

2. For each twelve (12) Accomplished Practices state your efforts and/or activities that you

would incorporate into your classroom and/or curriculum.

3. Refer to the thirty (30) Generic Teaching Competencies: Indicate which competencies were demonstrated by your efforts and/or activities for each Accomplished Practice.

OTHER ACTIVITY: CODE OF ETHICS: PRINCIPLES OF PROFESSIONAL CONDUCT

Case studies of certified educators with ethical problems (all are actual cases) will be distributed to each group of students. Students will sit in groups of not more than five. Students should: read the case; discuss the case and decide what action would be appropriate; discuss the ethical problems; find the element/s of the Principle/s that was/were violated (see the Appendices of the

syllabus); and discuss how you would handle this situation if it occurred at your school.

USE OF TECHNOLOGY 1. Students must also enroll in the college’s Live Text program to input all field required

portfolio artifacts. The portfolio must be completed before admitted to student internship. Details will be explained during the mandatory orientation.

2. Students are required to use computers and appropriate software (i.e., word-processing,

spreadsheet, internet, graphics, etc.) as needed for all required assignments.

SPECIFIC BEHAVIORAL OBJECTIVES

EXPECTED BEHAVIOR Each student is expected to behave in a professional and respectable manner at all times. No talking while another has been permitted to do so: NO HATS/’CAPS, ABSOLUTELY NO CURSING; and NO CHEWING GUM. Always respect the opinion of another even if you do not agree. During class activities, when you are asked to give feedback or to critique another classmate, always start with a positive statement. Students with disruptive behaviors will be asked to leave and/or dropped from the class. When arriving to class late, do not walk in front of the presenter while he/she is speaking. Wait before you take a seat. Do not leave the room while a presenter or faculty is speaking. Beepers and cell-phones must be turned off during class.

PARTICIPATION This is a graduate level course and professional conduct is expected. Class participation includes careful reading of materials, reflection, discussion of readings, sharing insights from your own experiences, and attentive listening to each other, speakers, and to their instructor. You may work independently and also cooperatively to make informal in-class presentations. The purpose for these presentations is to help you apply, analyze, practice, and/or evaluate curriculum and research-based instructional strategies.

ATTENDANCE/ABSENCES/TARDINESS Regular attendance for the full class period is imperative to pass this course. Students must arrive at each class on time. Students arriving late and leaving early are considered disruptive and will result in negative consequences.

EXTRA CREDIT To earn Extra Credit points you may attend the following events: Students who attend additional related SEMINARS AND/OR WORKSHOPS (other than the two required) during the semester will receive a 10-POINT BONUS for each seminar/workshop (not to exceed five). Business Attire or business casual may be required. Never wear jeans, T-shirts, or sneakers. To receive credit the student must submit proof of attendance and turn in a typed report within one week after the date of the event in response to the ten questions as indicated in the SEMINARS AND/OR WORKSHOPS section of this syllabus

DON’T WAIT UNTIL THE LAST MINUTE! ALL ASSIGNMENTS MUST BE SUBMITTED BY THE DUE DATE!

INCOMPLETE GRADES (“I”)

An "I" grade can not be assigned in lieu of earning grades of "D" and "F." Missing exams (including the final) does not justify an "I" grade. An "I" may be assigned for a student who, due to unusual circumstances, fails to complete the course requirements, AND who has otherwise earned a grade of at least "C."

EXAMINATIONS If exams are given: there will be no-make-ups under any circumstances; absolute zero tolerance for late take-home exams; and NO Exams will be accepted after time of due date. No Excuses. You may turn in your exams before the due date.

CHEATING/PLAGIARIZING Students who cheat on exams and/or plagiarize/copy on assignments and/or term projects will receive an “F” grade.

PROJECTS & ASSIGNMENTS Students are expected to complete all homework assignments, activities, and projects when due- (absence from class is "No Excuse"). Absolute Zero Tolerance for Late Assignments: No assignments will be accepted after time of due date. No Excuses. You may turn in your assignments before the due date. All work must be completed on word processing/ graphic software. Do not turn-in incomplete work. Note: Students are responsible for lost mail or delivery. Projects and assignments may be delivered or mailed to my office.

STANDARDS REFERENCES Competencies:

• FEAP: • Pre K-Primary • Sunshine State Standards • NAEYC • NCATE • CEC • ESOL

TOPICAL OUTLINE Class No.

Topic Readings

Class 1

Overview of Assessment IDEA No Child Left Behind Just Read Florida!

S&Y, Ch 1-3; Togensen Recommendations for the uses of Diagnostic Tests in Reading First Schools; http://www.fcrr.ore/assessment/PDFfiles/FLAssessPlanFinal.pdf; http://www.fcrr.org/assessment/PDFfiles/DiagnosticTools.pdf

Class 2

Concepts of Measurement Basic Statistics Scores used hiNorm and Criterion Referenced Assessment Teacher Decision Making

S&Y Ch 4-5 S&Y Ch 15

Class 3

Concepts of Measurement Norms, Reliability, and Validity

S&Y 6-8 IDEA on University of Oregon website

Class 4

Assessment techniques for LEP students and accommodations for students with disabilities; Portfolio Assessment

S&Y 9-10, Ch 141; Baker et al., 1998

Class 5

Assessment of Reading and Spelling CBM

CH 22 Espin & Tindall, 1998

Class 6

DIBELS for Screening and Progress Monitoring

FCRR Progress Monitoring Network; Baker & Smith, 2001

Class 7

Diagnostic Assessment of Reading, ERDA. Tox $ the Box; Gates-McGinitie

Note that those tests highlighted in yellow pertain only to primary grade students

Class 8

Comprehensive Test of Phonological Processing; Test of

Oral Word Reading Efficiency; Woodcock Reading Mastery Test-Revised

Class 9

Assessment of Oral and Written Language; Peabody Picture Vocabulary Test-4

Ch 24

Class 10

Informal Tests and teacher-made tests Core reading program tests STAR

Ch 13

Class 11

Using additional school-based data outcome tests

FCAT SAT 10

Class 12

Communicating with Parents 504, AIP, IEP Wrapping up

Blazer, 1999 Develop a classroom management plan including modifications for ESOL students. Write a letter to the parents explaining the different actions that are culturally sensitive.

FINAL COURSE GRADES

Assignment(s) Points Available Quizzes (5 total) 15 points Article Critiques (1 total) 10 points Intervention Descriptions (2 total) 20 points Lesson Plan (1 total) 20 points Total Points 100 points

A = 100 – 92 B = 91 – 82 C = 81 – 72 D = 71 – 62 F = 61 and below

TEACHING METHODS The instructor and students in this course will utilize the following teaching strategies: lecture, discussion, videotapes, cooperative learning, peer-tutoring, additional small group in-class

activities, field-based experiences, reflections, action research, quizzes, and reading of assigned materials.

FIELD EXPERIENCES Not Required.

METHODS OF EVALUATION All activities must have the student's name and date submitted and must be typed. Anything longer than 1 page must be stapled. Points will be deducted for grammatically incorrect sentences, misspellings, and format not consistent with APA (when indicated). Quizzes: Students will also take daily quizzes. These will be take-home and open book. Article critique: Students will select an article provided in class and will prepare a detailed critique following the critique form offered in class. The purpose of this activity is to critically analyze current scientifically based research. No more than four people may review the same article. You may work independently, with a partner, or in a group, but everyone must submit their own original and individual critique form. If you do work in a group be sure to indicate your group members as well as your own name. Use the critique form as your outline to answer each question carefully and thoughtfully. Most questions can be answered concisely in one-three sentences; some require only a check Use complete sentences that are grammatically correct and free from spelling errors. APA format is expected for the written product. SBRR Intervention Description: You will provide your classmates and instructor with a one-page summary of one of the intervention described in an article you choose from the readings marked with an *. The purpose is to share a SBRR instructional tool with your colleagues. This one-page "how-to" handout should be clearly written with enough detail to allow your colleagues to do the strategy. You will also discuss information from your critiques during class discussions about research.

You will also provide your classmates and instructor with a one-page summary of one of the interventions reviewed by the Florida Center for Reading Research available at www.fcrr.org.

READINGS & REFERENCES

Baker, S., K., Plasencia-Peinado, J., & Lezcano-Lytle. (2008) The use of curriculum-based measurement with language-minority students. In M. Shinn (Ed.), Advanced applications of curriculum-based measurement, pp. 175-213. New York: Guilford.

Baker, S. & Smith, S. (2008). Linking school assessment to research-based practices in beginning reading: Improving programs and outcomes for students with and without disabilities. Teacher Education and Special Education, 24, (4) 315-332.

Blazer, B. (2009). Developing 504 classroom accommodation plans: A collaborative, systematic parent-teacher approach. Teaching Exceptional Children, issue? 28-33

Deno, S. L., Fuchs, L. S., Marston, D., & Shinn, J. (2009). Using curriculum-based measurement

to establish growth standards for students with learning disabilities. School Psychology Review 30 (4) 507-524.

Espin, C. & Tindal, J. (2009). Curriculum-based measurement for secondary students. In M.

Shinn (Ed.), Advanced applications of curriculum-based measurement (pp. 214-253). New York: Guilford.

Fuchs, L. S., Fuchs, D. F., Hamlett, C. L., Phillips, N. B., & Bentz, J. (2008). Class-wide

curriculum-based measurement: Helping general educators meet the challenge of student diversity. Exceptional Children, 60, 518-537.

Fuchs, L. S., Fuchs, D. F., Hamlett, C. L., Walz, L. N., & Germann, G. (2008). Formative

evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27-48.

Garcia, S. B. & Ortiz, A. A. (2009). Preventing inappropriate referrals of language minority

students to special education. The National Clearinghouse for Bilingual -Education, 5. Good, R. H., & Kaminski, R. A. (Eds.). (2008). Dynamic Indicators of Basic Early Literacy

Skills (6th ed.). Eugene, OR; Institute for Development of Educational Achievement. Good, R. H., Simmons, D. C, & Kame'nui, E. J. (2009). The importance of decision-making

utility of fluency-based indicators of foundational reading skills for third grade high-stakes outcomes. Scientific Studies of Reading, 5, 257-288.

Good, R. H., Simmons, D.C., & Smith, S. B. (2008). Effective academic interventions in the

United States: Evaluating and enhancing the acquisition of early reading skills. School Psychology Review, 27, 45-56.

Hasbrouck, J. E. & Tindal, G. (2008). Curriculum-based oral reading fluency norms for students

in grades 2 through 5. Teaching Exceptional Children. Hollenbeck, K. (2009). In G. Tindal & T. M. Haladyna Large scale assessment programs for all

students: Validity, technical adequacy, and implementation. Determining when test alterations are valid accommodations or modifications for large-scale assessment. 395-426. Mahwah, NJ: Erlbaum.

IDEA. Executive Summary of Final Report on Reading First Reading Assessment Analysis, 1-

11. Ortiz, A. A. (2008). Learning disabilities occurring concomitantly with linguistic differences.

Journal of Learning Disabilities, 30, 321-332.

Shapiro, E. S. (2008). Academic Skills Problems: Direct Assessment and Intervention 2nd edition. New York: Guilford.

Shin, M. R., & Bamonto, S. Advanced Applications of Curriculum-based measurement: Big Ideas and Avoiding Confusion. In M. Shinn (Ed.), Advanced applications of curriculum-based measurement, pp. 1-31. New York: Guilford.

Torgesen, J., Grek, M., & Al Otaiba, S. (in press). Assessment and instruction for phonemic

awareness and word recognition skills. In Language Basis of Reading Disabilities 2nd Edition (In press) Hugh W. Catts & Alan G. Kamhi (Eds.) Allyn & Bacon, Needham Heights, MA.

FCRR web site http://www.fcrr.orig/assessment/

Information and frequently asked questions about s. 1008.25 on retention http://info.fldoe.org/dscgi/ds.py/Get/File^35/TAPl 7702bl.pdf

APPENDICES

Peer Evaluation

Guidelines for Business Attire

Florida Educators Accomplished Practices and Generic Teaching Competencies

Educator Accomplished Practices (With Indictors) Addressed During the Course

The Code of Ethics and The Principles of Professional Conduct of the Educational Profession

in Florida

FAMU Performance Measures

PEER EVALUATION

TO EVALUATORS: Your comments as well as ratings are useful to the teacher. Use the back side of this page for additional comments. Please place a number between 5 and 1 in the rating box below. Far left (5) is the highest rating; far right (1) is the lowest. Please do not leave any blanks. TO TEACHERS: Please distribute copies of your lesson plan to all peers before starting your presentation. Teacher _____________________________________________ Date __________________ Topic _______________________________________________ Module No.______________ Concept(s) ____________________________________________________________________ I. ORGANIZATION OF LESSON

RATING

5 4 3 2 1

1. Lesson preparation evident yes somewhat no

2. Lesson beginning effective yes somewhat poor 3. Subject-matter knowledge apparent

yes somewhat no

4. Strategies selection effective

yes somewhat poor

5. Closure effective yes somewhat poor II. LESSON IMPLEMENTATION

6. Eye contact excellent yes somewhat no 7. Enthusiasm evident yes somewhat poor 8. Speech delivery articulate minor

problems no

9. Voice inflection; cueing effective minor problems

poor

10. Vocabulary use well chosen

minor problems

poor

11. Aids, props, & materials effective okay none 12. Use of examples and analogies

effective needs improveme

nt

none

13. Student involvement effective okay none 14. Use of overlapping skills good okay poor 15. Nonverbal communication effective a bit

confusing distracting

16. Use of active listening effective okay poor 17. Responses to students personal

& accepting

passive or indifferent

impersonal &

antagonistic

18. Use of questions effective okay poor 19. Use of student names effective okay no 20. Use of humor effective okay poor 21. Directions and refocusing succinct a bit vague confusing 22. Teacher mobility effective okay none 23. Use of transitions smooth a bit rough unclear 24. Presentation motivating very somewhat not at all 25. Momentum (pacing) of lesson

smooth & brisk

okay Too slow / fast

Total Constructive Comments: TOTAL POINTS = (All Evaluations) MAXI MUM POINTS = 125 x ____ (No. of Evaluations) A. B. III. FINAL SCORE (A/Bx100)=

GUIDELINES FOR BUSINESS ATTIRE

Students are expected to dress in business attire during certain components of this course. The rationale for these suggestions is that conservative attire is appropriate for most environments including presentations, symposium, forum and job interviews. The following guidelines will identify what is expected for “business attire”. Suits Suits should be conservatively cut, solid, pinstriped or pin-checked. Colors:

navy, gray charcoal, dark brown, or black. Absolutely no pastel colors. Skirts should be either straight or pleated, easy to sit in, or loose fitting. Absolutely no high slits or side openings. Skirts should be kept below the knee but no more than three (3) inches above the knee. Absolutely no prints. Skirts must match suit jacket. A pants suit with a long matching jacket is acceptable. All jackets must cover hips and must be long-sleeved. Jackets must be worn to symposium/forum. No blazer/skirt, blazer/pant, or blazer/dress combinations. Absolutely no dresses. NOTE: Navy and gray are “power” colors and are considered to be the most appropriate for forum, presentations and interviews.

Shirts Long-sleeve cotton or broadcloth: solid or conservatively striped. Choice of

colors: white, ivy, beige or pale blue. Blouses Solid colors (white and pastel); silk and cotton; no print. Accent with

multicolor scarves. Ties Medium width ties: three (3) inches -- silk if possible. Colors should be

muted and in contrast to the suit. Do not limit the designs to stripes or small dots. Paisley and floral patterns are acceptable but should be muted. Ties should always cover belt buckles.

Belts Same color of shoes. No belts outside of suits. Hose (Women) Natural, taupe, off-black, navy blue, or gray. No knee-highs. (Note: All

hose should be sheer enough to see the natural skin tone.) Socks (Men) Over the calf length in either: black, charcoal gray, navy or brown. Socks

should always cover calves. Shoes Shoes must be cleaned and shined. Avoid wearing shoes with torn or over-

worn heels.

Women: black, navy, or brown to match wardrobe; basic pump with medium or low heels. No open toe, open backs, sling, or multi-color trim shoes. Men: leather tassel loafer, wing tip or cap toe, or lace-up, in either dark brown, black, or cordovan.

Jewelry Should be minimal or none at all. Avoid flashy or eye catching jewelry. No

facial jewelry such as nose rings, tongue rings, or other facial piercing. Both men and women should avoid wearing front gold teeth.. Tattoos should not be visible. Women: No more than five pieces of jewelry should be shown. One ring per hand; a watch or bracelet(s) that do not dangle or detract. One string necklace or chain. Women may wear one pair small stud earrings. Absolutely no gypsy-hoop style earrings. Men: No more than three pieces of jewelry should be shown. Absolutely no earrings. Chains or necklace cannot be shown. One ring per hand and

Hair Men avoid processed looks, sculptured looks or extravagant-trendy styles.

Maintain a neat, well-groomed haircut. Women avoid sculptured looks. Avoid formal or after-five looks. Wear hair simple and away from face.

Makeup Women: makeup should look natural. Avoid formal or after-five looks.

Use neutral colors for eye shadows (no blue, green, white, etc.). Lipstick should be worn in neutral (skin tone) shades.

Nails Women: nails should be worn in a natural length – preferably short – and

polished with clear or neutral tones. No jewelry or designs should be worn on the nails. Men: nails should be well-groomed, short and manicured.

Mustache/Beard Please keep your mustaches/beards neat and trimmed. Personal Hygiene A clean, healthy smile; good general hygiene; and a fresh-clean presence.

Fragrance lightly scented and applied accordingly. Please constantly be mindful of the way you walk, sit, stand, and speak. A successful individual is one who is aware of the complete self.

FLORIDA EDUCATORS ACCOMPLISHED PRACTICES AND GENERIC TEACHING COMPETENCIES

Use of the term “teaching competencies” may present certain complication in as much as competencies are identified in several places in state statutes and State Board Rules. The following information has been created by the Florida Education Standards Commission as a synthesis of information to assist educators and future educators in understanding the correlation of teaching principles, competencies and the key indicators of behavior of each principle. The Educator Accomplished Practices for the 21st Century are twelve teaching principles

with key indicators of behavior for each identified principle. These behaviors require a high level of performance and provide a model of continuous

improvement for educators beginning with the pre-professional level, the professional level and continuing to the accomplished level.

The twelve accomplished practices were based on the essential teaching competencies that relate

to teaching knowledge and teaching practices that are expected by state standards. Currently there are thirty (30) essential teaching competencies.

TWELVE EDUCATOR ACCOMPLISHED PRACTICES

1 Assessment Uses assessment strategies (traditional and alternate) to assist the

continuous development of the learner. Preprofessional: The preprofessional teacher collects and uses data

gathered from a variety of sources. These sources will include both traditional and alternate assessment strategies. Furthermore1 the teacher can identify and match the student's instructional plan with their cognitive, social, linguistic, cultural, emotional, and physical needs.

2 Communication Uses effective communication techniques with students and all other

stakeholders. Preprofessional: The preprofessional teacher recognizes the need for

effective communication in the classroom and is the process of acquiring techniques, which she/he will use in the classroom.

3 Continuous

Improvement Engages in continuous professional quality improvement for self and school. Preprofessional: The preprofessional teacher realizes that she/he is in

the initial stages of a life-long learning process and that self reflection is one of the key components of that process. While her/his concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increase as time passes. The teacher's continued professional improvement is characterized by self reflection, work with immediate colleagues and teammates, and meeting the goals of a personal professional development plan.

4 Critical

Thinking Uses appropriate techniques and strategies that promote and enhance critical, creative, and evaluative thinking capabilities of students. Preprofessional: The preprofessional teacher realizes that she/he is in

the initial stages of a life-long learning process and that self reflection is one of the key components of that process. While her/his concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increase as time passes. The teacher's continued professional improvement is characterized by self reflection, work with immediate colleagues and teammates, and meeting the goals of a personal professional

development plan. 5 Diversity Uses teaching and learning strategies that reflect each student’s culture,

learning styles, special needs, and socio-economic background. Preprofessional: The preprofessional teacher establishes a comfortable

environment which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures ~ linguistic backgrounds. The teacher creates a climate of openness, inquiry, and support by practicing strategies as acceptance, tolerance, resolution, and mediation.

6 Ethics Adheres to the Code of Ethics and Principles of Professional Conduct of

the Education Profession in Florida. Preprofessional:

7 Human

Development and Learning

Uses an understanding of learning and human development to provide a positive learning environment, which supports the intellectual, personal, and social development of all students. Preprofessional: Drawing upon well established human

development/learning theories and concepts and variety of information about students, the preprofessional teacher plans instructional activities.

8 Knowledge

Subject Matter Demonstrates knowledge and understanding of the subject matter. Preprofessional: The preprofessional teacher has a basic understanding

of the subject field and is beginning to understand that the subject is linked to other disciplines and can be applied to real world integrated settings. The teacher’s repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge and skills using that knowledge.

9 Learning

Environment Creates and maintains positive learning environment in which students are actively engaged in learning, social interaction Cooperative learning. Preprofessional: The preprofessional teacher understands the

importance of setting up effective learning environments and has techniques and strategies to use to do so including some that provides opportunities for student input into the processes. The teacher understands that she/he will need a variety of techniques and are working to increase their knowledge and skills.

10 Planning Plans, implements, and evaluates effective instruction in a variety of

learning environments. Preprofessional: Recognizes the importance of setting high

expectations for all students, the preprofessional teacher works with other professionals to design learning experiences that meet students' needs and interests. The teacher candidate continually seeks advice/information from appropriate resources including feedback, interprets the information, and modifies her/his plans appropriately. Planned instruction will incorporate a creative environment and utilize varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. Upon reflection, the teacher continuously refines outcome assessment and learning experiences.

11 Role of the

Teacher Works with various education professionals and other stakeholders in the continuous improvement of the education experiences of the students. Preprofessional: The preprofessional teacher communicates and works

cooperatively with families and colleagues to improve the educational experiences at the school.

12 Technology Uses appropriate technology in teaching and learning processes.

Preprofessional: The preprofessional teacher uses technology as available at the school site and as appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction.

FLORIDA ESSENTIAL GENERIC TEACHING COMPETENCIES

1. Applies knowledge of physical, social, and academic development patterns and of

individual differences to meet the instructional needs of all students in the classroom and to advise students about these needs.

2. Enhances student’s feelings of dignity and self-worth and the worth of other people

including those from other ethnic, cultural, linguistic, and economic groups. 3. Arranges and manages the physical environment to facilitate instruction and ensure

student safety. 4. Recognizes overt signs of severe emotional distress in students and demonstrates

awareness of appropriate intervention and referral procedures.

5. Recognizes the signs of alcohol and drug abuse in students and demonstrates awareness of appropriate intervention and referral procedures. 6. Recognizes the overt physical and behavioral indicators of child abuse and neglect and

knows the rights and responsibilities regarding reporting and how to interact appropriately with a child after a report has been made.

7. Formulates a standard for student behavior in the classroom. 8. Deals with misconduct, interruptions, intrusions, and digressions in ways that promote instructional momentum. 9. Determines the entry level knowledge and/or skills of students for a given set of

instructional objectives using diagnostic tests, teacher observation, and student records. 10. Identifies long-range goals for a given subject area. 11. Constructs and sequences related short-term objectives for a given subject area. 12. Selects, adapts, and/or develops instructional materials for a given set of instructional

objectives and student learning needs. 13. Selects/develops and sequences learning activities that are appropriate to instructional

objectives and student needs. 14. Uses class time efficiently. 15. Communicates effectively using verbal and non-verbal skills. 16. Creates and maintains academic focus by using verbal, non-verbal, and/or visual

motivational devices. 17. Presents forms of knowledge such as concepts, laws, and law-like principles, academic

rules, and value knowledge. 18. Presents directions appropriate for carrying out an instructional activity. 19. Stimulus and directs student thinking and checks student comprehension through

appropriate questioning techniques. 20. Provides appropriate practices to promote learning retention. 21. Relates to students’ verbal communication in ways that encourage participation and

maintain academic focus. 22. Uses feedback procedures that give information to students about the appropriateness of

their response(s).

23. Conducts reviews of subject matter. 24. Constructs or assembles classroom tests and tasks to measure students’ achievement of

objectives. 25. Establishes a testing environment in which students can validly demonstrate their

knowledge and skills and receive adequate information about the quality of their test performance.

26. Utilizes an effective system for maintaining records of student and class progress. 27. Uses computers in education. 28. Identifies and comprehends the codes and standards of professional ethics, performance

and practices for disciplinary action and the procedures for resolving complaints including appeal processes.

29. Recognize disorders of development in students and employ appropriate intervention

strategies. 30. Recognize and demonstrate awareness of the educational needs of students having limited. 31. Proficiency in English and employ appropriate teaching strategies.

EDUCATOR ACCOMPLISHED PRACTICES (WITH INDICATORS)

ADDRESSED DURING THE COURSE

Accomplished Practices /

Competencies

Students’ Demonstration

Criteria for Achievement

1. Assessment

Employs traditional and alternative assessment strategies to determine specified outcomes Identifies strengths and weaknesses Self-assessments

1) Prepare Lesson Plans, including assessments

2) Peer Evaluations 3) Term Project

Must pass 70% of requirements (see Attachments)

2. Communication

Uses appropriate grammar and sentence structure (oral/written) Practices strategies that support individual and group inquiry Receives constructive feedback Learn from others Acquires interaction routines for cooperative learning and whole group activities

1) Oral Presentations Peer Evaluations

2) Term Project 3) Group/Class Activities 4) Homework and Assignments

Must meet at least 70% of guidelines including proper grammar and sentence structure and attendance

3. Continuous Improvement Reflects respect for diverse perspectives, ideas, and opinions in planned learning activities Shows evidence of reflection and improvement in performance in teaching/ learning activities

1) Oral Presentations 2) Term Project 3) Group/Class Activities 4) Homework and Assignments

Must meet at least 70% of guidelines including proper grammar and sentence structure and attendance

4. Critical Thinking Expands thinking abilities

1) Oral Presentations 2) Term Project

Must meet at least 70% of guidelines including

Encourages problem solving Uses creative and innovative activities Uses technology and tools

3) Group/Class Activities 4) Homework and Assignments

proper grammar and sentence structure and good attendance

5. Diversity Accepts and values students from diverse cultures and linguistic backgrounds and treats all students equitably Fosters a learning environment in which all students are treated equitably Provide teaching techniques and strategies to effectively instruct all student Employs techniques useful in creating a climate of openness, mutual respect, support and inquiry Promotes student responsibility, appropriate social behavior, integrity, valuing of diversity, and honesty through learning activities

1) Oral Presentations 2) Term Project 3) Group/Class Activities

Must meet at least 70% of guidelines and receive satisfactory evaluations

6. Ethics

Becomes knowledgeable of the Florida’s Code of Ethics and the Principles of Professional Conduct of the Education Profession Adheres to guidelines and principles

1) Group Activities 2) Oral Presentation

Must demonstrate moral and ethical behavior in meeting the requirements outlined in the course and receive satisfactory evaluations

7. Human Development and Learning Develops short term personal and professional goals

1) Time Management Report

2) Oral Presentation

Must meet at least 70% of guidelines and receive satisfactory evaluations

Recognizes developmental levels and identifies differences in a group of students Links new knowledge and ideas to familiar ideas Provides instructional activities

3) Lesson Plans 4) Term Project 5) Group Activities

8. Knowledge of Subject Matter Communicates knowledge of subject matter in a manner that enables students to learn Uses the materials and technologies of the subject field in developing learning activities for students

1) Term Project 2) Oral Presentation 3) Group Activities

Must meet at least 70% of guidelines and receive satisfactory evaluations.

9. Learning Environments

Establishes Standards for Behavior Applies consistent rules and standards Provides positive and motivate environ Provides clear instructions

1) Oral Presentation 2) Term Project

Students must adhere to all rules and polices as stated in the syllabus must maintain regular attendance and actively participate and must meet at least 70% of guidelines.

10. Planning

Plans and conducts lessons with identified student performance and learning outcome Plans activities that utilize a variety of support and enrichment activities and materials

1) Oral Presentation 2) Term Project

Must follow instructions, complete assignments, and meet all deadlines, and receive satisfactory evaluations.

12. Technology

Uses and integrate appropriate

1) Term Project 2) Oral Presentation

All assignments and reports must be prepared on computer software.

technology in lesson and material preparation

3) Assignments

Summar

y

ACCOMPLISHED PRACTICES

1 Assessment X 2 Communication X 3 Continuous Improvement X 4 Critical Thinking X 5 Diversity X 6 Ethics X 7 Human Development & Learning X 8 Knowledge of Subject X 9 Learning Environments X 10 Planning X 11 Role of the Teacher X 12 Technology X

THE CODE OF ETHICS AND THE PRINCIPLES OF PROFESSIONAL CONDUCT OF THE EDUCATIONAL PROFESSION IN FLORIDA

OVERVIEW

The following is an overview of the obligations an educator has to the public, to the student (pupil) and to the profession (The Three P’s): 1) Obligations to the Public The educator will:

- distinguish between personal views and the views of the educational institution with which the educator is affiliated

- refuse to accept gifts or favors, which will influence professional judgment

- avoid using professional position for personal gain or advantage

2) Obligations to the Pupil

The educator will: - commit to academic openness, fairness, honesty, and objectivity to students and

the learning material - avoid harassment of, embarrassment of, or discrimination against students 3) Obligations to the Profession

The educator will:

- respect and be fair to colleagues - report alleged violations of state or local school board rules by other educators - avoid misrepresenting qualifications or assisting unqualified personnel to gain or

continue employment in the profession

FLORIDA A&M UNIVERSITY PERFORMANCE MEASURES

Plenary Session III:

Retention and Graduation Performance Measures: 1. Graduation rate for First Time in College students (FTICs) using a 6-year rate. 2. Retention rate for First time in College students (FTICs) using a 6-year rate. 3. Graduation rate for AA Transfer students using a 4-year rate. 4. Retention rate for AA Transfer students using a 4-year rate.

Plenary Session IV:

Articulation 5. Increase the number of community college transfers matriculating into FAMU.

Plenary Session VI: Research and Publication

6. Externally generated research and training grant funds (federal, state, local, business, and

industry) per state-funded ranked faculty member. 7. Average number of articles in Institute for Scientific Information Publication count per

ranked faculty member.

Plenary Session VII: Service to Public Schools

8. Of total faculty effort allocated for public service, the percent devoted to public schools.

Plenary Session VIII: Customer Service

9. Customer service satisfaction.

NOTE: SYLLABUS IS SUBJECT TO CHANGE

PEER EVALUATION

FORM

Teacher _____________________________________________ Date __________________ Topic ________________________________________________________________________ I. ORGANIZATION OF LESSON

RATING

5 4 3 2 1

1. Lesson preparation evident yes somewhat no 2. Lesson beginning effective yes somewhat poor 3. Subject-matter knowledge apparent

yes somewhat no

4. Strategies selection effective

yes somewhat poor

5. Closure effective yes somewhat poor II. LESSON IMPLEMENTATION 6. Eye contact excellent yes somewhat no 7. Enthusiasm evident yes somewhat poor 8. Speech delivery articulate minor

problems no

9. Voice inflection; cueing effective minor problems

poor

10. Vocabulary use well chosen

minor problems

poor

11. Aids, props, & materials effective okay none 12. Use of examples and analogies

effective needs improveme

nt

none

13. Student involvement effective okay none 14. Use of overlapping skills good okay poor 15. Nonverbal communication effective a bit

confusing distracting

16. Use of active listening effective okay poor 17. Responses to students personal

& accepting

passive or indifferent

impersonal &

antagonistic

18. Use of questions effective okay poor 19. Use of student names effective okay no 20. Use of humor effective okay poor 21. Directions and refocusing succinct a bit vague confusing 22. Teacher mobility effective okay none 23. Use of transitions smooth a bit rough unclear 24. Presentation motivating very somewhat not at all

25. Momentum (pacing) of lesson

smooth & brisk

okay Too slow / fast

Total

Constructive Comments: TOTAL POINTS = (All Evaluations)

MAXI MUM POINTS = 125 x ____ (No. of Evaluations)

A.

B.

III. FINAL SCORE (A/Bx100)=

THE FLORIDA AGRICULTURAL AND MECHANICAL UNIVERSITY

COLLEGE OF EDUCATION TALLAHASSEE, FLORIDA 32307

ACADEMIC CONTRACT

This certifies that I have read, understand, and agree with the requirements as stated in

this Syllabus.

_______________________________ Student’s Printed Name _______________________________

Student’s Signature _______________________________ Date Signed

REQUIRED: PLEASE RETURN TO YOUR PROFESSOR