web view · 2011-03-29winona state university. required checklist for all curricular...

WSU Regulation 3-4WINONA STATE UNIVERSITY

REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS

Course or Program__RED304: Teacher DevelopmentThis checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for Accomplishing

Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just the ideas proposed or drafts of proposals.

If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted proposals have the same status as newly submitted proposals.Note: This form need not be completed for notifications.

1. The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant descriptions, rationales, and notifications have been provided.

____X____ Completed

2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.____X____ Completed ________ NA

2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions on this matter._____X___ Completed ________ NA

3. Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered. ____X____ Completed

Name and office phone number of proposal's representative: Maggie Hoody 529-6118 & Nancy Eckerson 280-2860

4. Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal. Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal Subcommittee meeting at which this proposal is considered.

_____X___ Completed ________ NA

5. The course name and number is listed for each prerequisite involved in this proposal.____X____ Completed ________NA

6. In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit hour calculations. ________ Completed ____X____ NA – This is a course proposal.

7. In this proposal for a new or revised program, the following information for each required or elective course is provided:a. The course name and number.b. A brief course description.c. A brief statement explaining why the program should include the course.________ Completed _____X___ NA -- This is a course proposal.

8. This course or program revision proposal:a. Clearly identifies each proposed change.b. Displays the current requirements next to the proposed new requirements, for clear, easy comparison.____X____ Completed ________ NA

9. This course proposal provides publication dates for all works listed as course textbooks or references using a standard form of citation. Accessibility of the cited publications for use in this proposed course has been confirmed.____X____ Completed ________ NA

______Maggie Hoody __________________________________ ____3/3/11_________Department's A2C2 Representative or Alternate Date [Revised 9-05]

WINONA STATE UNIVERSITYPROPOSAL FOR NEW COURSES

Department Rochester Education _ Date __January 10, 2011_

Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes.

_RED 304______________ _Teacher Development____________________ _________2___Course No. Course Title Credits

This proposal is for a(n) _X Undergraduate Course ______ Graduate Course

Applies to: __X____ Major ______ Minor ______ University Studies* ______ Not for USP__X___ Required _____ Required_____ Elective _____ Elective

Prerequisites: RED401: Kid-Watching; RED301: Development Theories; RED410: STEM Clinical Practice; RED310: STEM in Elementary Classrooms; RED402: Data Collect, Interpret, Use; RED302: Diverse Learners/Human Relations; RED411: Ethnographers Clinical Practice; RED311: Ethnographers of Language in Elementary Classrooms; RED403: Data Decisions; RED303: Community Development; RED412: Global Studies Clinical Practice; RED312: Global Studies in Elementary Classrooms

Grading method __X____ Grade only ______ P/NC only ______ Grade and P/NC Option

Frequency of offering ______Yearly_________

*For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and submitted according to the instructions on that form.

Provide the following information:

A. Course Description

1. Catalog description.

The Development: Culture(s) & Student Learning block is a 4-course sequence where teacher candidates explore theories, individuals, communities, and themselves. This is the fourth course in the series focusing on understanding the Teaching self.

Essential Questions situated within these courses include:

How do thoughts, beliefs, and behavior of the Classroom Cultural Community impact student learning?

o How does the Individual develop within the cultural community? How does Content Knowledge – Human Development – impact student learning?

Guiding Questions include:

How do my choices and actions impact others? Who am I as a Teacher? Why collaborate, communicate, and build relationships? What are my teaching ethics?

2. Course outline of the major topics and subtopics (minimum of two-level outline).

I. Theories of LearningA. History of American Education (for example: Franklin, Jefferson, Mann, Webster,

McGuffey, Dewey, Froebel, Montessori, Bethune)

B. Philosophy of Education (for example: Socrates, Plato, Aristotle, Bagley, Dewey, Adler, Hutchins, Neill, Watson, Skinner)

C. Critical Theory – Paulo FreireD. Innovators (Horace Mann, John Joseph Hughes, Catherine Beecher, Booker T.

Washington, John Dewey, Ellwood Cubberley, Albert Shanker, Linda Brown Thompson, Jose Angel Gutierrez, Deborah Meier, E.D. Hirsch, Jr.) http://www.pbs.org/kcet/publicschool/innovators/index.html

E. The Sociology of EducationF. The Politics of EducationG. Legal Dimensions (Tinker v. Des Moines, Hazelwood v. Kuhlmeir, Ingraham

v.Wright; U.S. Constitutional Amendments; Minnesota State Statutes ADA/IDEA/Sec. 504 (purpose, target groups, major principles) privacy/confidentiality

II. DiscourseA. Of being Culturally ResponsiveB. Of a Professional EducatorC. Of a Reflective Practitioner

III. Content KnowledgeA. Foundations of Education

1. History of American Education2. Philosophy of American Education3. Innovators in Education4. The Politics of Education5. The Sociology of Education

B. Current Issues in Education1. Teacher issues2. Student issues3. Curriculum issues including global and multicultural issues4. Pedagogical issues including English learners, underserved learners, and

underachieving learners5. School/society issues

C. School, community, and home relationships1. Relationships with parents/guardians/caretakers2. Using community resources3. Communication with school, community, and the home4.

a) Social resourcesb) Cultural resourcesc) Linguistic resourcesd) Intellectual resources

5. Responsive Strategies for Diverse LearnersD. Action Research Project: Step 6: Disseminate Findings [Read chapter 8: Telling Your Story in The Power of Questions: A Guide to Teacher and Student Research text]

1. Written Action Research Report2. Presenting your Action Research3. Displaying your Action Research

E. Action Research Project: Step 7: Develop a New Plan of Action [Read chapter 9: Launching Inquiries from Children’s Questions and chapter 10: Curiosity – The Secret to Wisdom in The Power of Questions: A Guide to Teacher and Student Research text]

1. Reflective Practitioner2. Re-Defining a Theory of Literacy Learning

F. Education Minnesota Presentation1. Teacher Professionalism2. Teacher Responsibility3. Teacher as a Public Employee4. Purpose and contribution of EM and other educational organizations

IV. AssessmentA. Of Ethical self as a TeacherB. Self-efficacy for impacting student learningC. Of the Funds of Knowledge for one studentD. Inquiry and professional self-assessment

V. Learning EnvironmentA. Creating a learning environment as a Reflective PractitionerB. Creating a personal, professional development learning environment

VI. Instructional StrategiesA. Communication strategies with the school, community, and

parents/guardians/caretakersB. Collaboration strategies with colleagues, the community, and

parents/guardians/caretakersC. Strategies for reflective practice and professional self-assessment

VII. EthicsA. Code of Ethics for Minnesota TeachersB. Ethical Teaching with English learners and underachieving learnersC. Student rights and Teacher responsibility to:

1. Equal education2. Appropriate education for students with disabilities3. Confidentiality4. Privacy5. Appropriate treatment of students

D. Reporting in situations of known or suspected abuse or neglect1. Mandatory Reporting Brochure from the state2. Process used by the Rochester Public Schools

VIII. Children’s & Adolescent Literature

3.a Instructional delivery methods utilized: (Please check all that apply).Lecture: Auditorium ITV Online Web Enhanced Web Supplemented XLecture: Classroom X Service Learning Travel Study Laboratory Internship/PracticumOther: (Please indicate)3.b. MnSCU Course media codes: (Please check all that apply).

None: 3. Internet 6. Independent Study 9. Web Enhanced X1. Satellite 4. ITV Sending 7. Taped 10. Web Supplemented2. CD Rom 5. Broadcast TV 8. ITV Receiving

4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.

Teacher Candidates will address the Essential Questions, Guiding Questions, and the MN Teaching Standards in the following course requirements:Applied Field Experience

Candidates will be expected to complete a minimum of 5 hours of Field Experience associated with each semester credit; 75 hours/semester for full-time students and 35-40 hours/semester for part-time students. Field Experiences are planned to include the full-range of potential placements related to the licensure. Students will be expected to demonstrate and document experience and competencies as follows:

o Field placements will include at least 35-40 hours with each of these grade levels; Kindergarten, Primary (grades 1-3), and Intermediate (grades 4-6).

o Field placements will include at least 20-35 hours in a Special Education program and 20-35 hours with children/a child at-risk for underachieving.

Program coursework includes planned field experience applications where teacher candidates demonstrate their knowledge and understanding in a clinical setting. In some instances, candidates may be required to go beyond their minimum Field Experience placement or hours in order to complete an applied experience.For this course, candidates will complete the following Clinical Practice Application:

Reflective Practitioner Journal. This course is during Semester 4 and connected to RED 413: Action Research Clinical Practice and EDST 464: Student Teaching II. Prior to these Clinical Experiences, candidates determine how they will practice reflection and self-analysis in their teaching. Candidates will consider a journal, blog, a Teaching Log, and other formats. Candidates will implement their plan during Clinical Practice.

Critical Consumer of Research:Assignments within the Critical Consumer of Research domain challenge students to develop the ability to read, critique, and make meaning out of educational research. Within each course, students will read and dialogically process research topically linked to the semester theme. Assignments will progressively address the following skills: reading research, summarizing research findings, identifying types of research, critiquing research, and utilizing research to inform pedagogical practice. For this course, candidates will demonstrate the following critical consumer of research skill(s):

Candidates will jigsaw the course text. Each candidate will select a reading from the text:o Section I: The History of Education (W.E.B. Du Bois, Lawrence A. Cremin, David B.

Tyack)o Section II: The Politics of Education (Samuel Bowles & Herbert Gintis, Jean Anyon,

Diane Ravitch)o Section III: The Sociology of Education (Randall Collins, Dan Lortie, Jeannie Oakes)o Section IV: The Philosophy of Education (Maxine Greene, John Dewey, Jane Roland

Martin)

Self-Analysis:Ellsworth states, “It is from an understanding of our historical selves that meaningful futures can be constructed” (1994, p. 104). Self-analysis assignments will challenge students to reflect upon the social, cultural, and historical forces that shape the people that they are, then utilize such knowledge to inform their thinking about teaching and learning. Such work will be threaded throughout each course within the program. As students transition to student-teaching, self-analysis assignments will take the form of critiquing knowledge gained through reflective practice. For this course, candidates will complete the following self-analysis experiences:

Teaching Platform. This assignment is intended to provide a means for candidates to define themselves and their beliefs as it relates to education. In creating their platform, candidates will be reflecting on course learnings, clinical practice experiences, and personal beliefs. Candidates will prepare a personal format that addresses the following: philosophy, student-teacher relationships, principal-teacher relationships, school climate, curriculum, pedagogy, creating a classroom community, partnerships.

Strategy Showcase:a). This assignment aligns with 8710.2000 STANDARDS OF EFFECTIVE PRACTICE: Subpart 5. Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

Parent/Teacher Communication and Collaboration. The Strategy Showcase for this course will focus on strategies and tools for communicating and collaborating with parents and colleagues. Candidates will read: “How can Elementary Teachers Collaborate More Effectively with Parents to Support Student Literacy Learning?” by Carol Yerger St. George. (Winter 2010). Delta Kappa Gamma Bulletin, 76(2), 32-38. Using this article as a grounding, candidates will brainstorm ideas for communicating and collaborating. Candidates will also search the professional literature, professionals in the field, and other resources. At the end of the semester, after student teaching, candidates will showcase the communication and collaboration strategies they’ve used. This assignment will focus on:

Communication strategies with the school, community, and parents/guardians/caretakers Collaboration strategies with colleagues, the community, and parents/guardians/caretakers

Portfolio Entries:A performance-based assessment tool that stretches across all aspects of this program will be the candidate’s development of a professional development portfolio aligned with 8710.2000 Standards of Effective Practice and 8710.3200 Teachers of Elementary Education with a Specialty. Portfolio Entries will be planned and developed during the candidate’s program coursework, field experience placements, and two student teaching placements. Candidates, with guidance, will individually plan and select portfolio entries that best demonstrate their knowledge, understanding, and/or performance of the standards and benchmarks. Candidates will design and maintain an electronic portfolio available for review by program faculty each semester. Detailed Portfolio Guidelines will be given to candidates during their first Seminar class.Capstone Experience:At the end of each semester, students will be expected to demonstrate an integrated understanding of the theories, topics, skills, concepts, and strategies explored throughout the theme-based coursework. Each capstone assignment will feature required elements in addition to a menu of optional elements (of which a minimum number will be identified), allowing students to individualize their learning. Capstone projects may take on a variety of forms, though consultation with the instructor is required.

For this course, candidates will engage in the following capstone experience:

Action Research Project: You will be completing the following steps of the Action Research project in this course: [See the Action Research Project Assignment for a more complete description of this Assignment.]

Step 6: Disseminate Findings Step 7: Develop a New Plan of Action

6. Assignment DescriptionsReadings: Candidates will jigsaw the course text. Each candidate will select a reading from the text:

o Section I: The History of Education (W.E.B. Du Bois, Lawrence A. Cremin, David B. Tyack)

o Section II: The Politics of Education (Samuel Bowles & Herbert Gintis, Jean Anyon, Diane Ravitch)

o Section III: The Sociology of Education (Randall Collins, Dan Lortie, Jeannie Oakes)o Section IV: The Philosophy of Education (Maxine Greene, John Dewey, Jane Roland

Martin)Action Research Project: You will be completing the following steps of the Action Research project in this course: [See the Action Research Project Assignment for a more complete description of this Assignment.]

Step 6: Disseminate Findings Step 7: Develop a New Plan of Action

Reflective Practitioner Journal. This course is during Semester 4 and connected to RED 413: Action Research Clinical Practice and EDST 464: Student Teaching II. Prior to these Clinical Experiences, candidates determine how they will practice reflection and self-analysis in their teaching. Candidates will consider a journal, blog, a Teaching Log, and other formats. Candidates will implement their plan during Clinical Practice.Electronic Portfolio. Throughout your experiences in this program, you have been building an E-Portfolio documenting meeting the Standards of Effective Practice. In this course you will complete your E-Portfolio for a final evaluation.Parent/Teacher Communication and Collaboration. The Strategy Showcase for this course will focus on strategies and tools for communicating and collaborating with parents and colleagues. Candidates will read: “How can Elementary Teachers Collaborate More Effectively with Parents to Support Student Literacy Learning?” by Carol Yerger St. George. (Winter 2010). Delta Kappa Gamma Bulletin, 76(2), 32-38. Using this article as a grounding, candidates will brainstorm ideas for communicating and collaborating. Candidates will also search the professional literature, professionals in the field, and other resources. At the end of the semester, after student teaching, candidates will showcase the communication and collaboration strategies they’ve used. This assignment will focus on:

Communication strategies with the school, community, and parents/guardians/caretakers Collaboration strategies with colleagues, the community, and parents/guardians/caretakers

Teaching Platform. This assignment is intended to provide a means for candidates to define themselves and their beliefs as it relates to education. In creating their platform, candidates will be reflecting on course learnings, clinical practice experiences, and personal beliefs. Candidates will prepare a personal format that addresses the following: philosophy, student-teacher

relationships, principal-teacher relationships, school climate, curriculum, pedagogy, creating a classroom community, partnerships.School Board Meeting. Attend or view on TV a School Board meeting. Provide a summary of the meeting and discuss your view regarding its operations as it would relate to you as a teacher in that district.Professional Development Log. During student teaching you will have opportunities for professional development offered through the school district. Keep a log of the opportunities, at least 2, you attend. Annotate your experience and include artifacts in your portfolio.Code Of Ethics test: Each teacher, upon entering the teaching profession, assumes a number of obligations, one of which is to adhere to a set of principles which defines professional conduct. These principles are reflected in the following code of ethics, which sets forth to the education profession and the public it serves standards of professional conduct and procedures for implementation. This code shall apply to all persons licensed according to rules established by the Board of Teaching. Prior to student teaching you will be required to briefly and in your own words, list the 10 standards of professional conduct in the state of Minnesota.

Exams. Exams will include items primarily from the lower levels of Bloom’s Taxonomy; knowledge, comprehension, and application – as well as essay and problem-based items.

Professional Dispositions. Students will be expected to demonstrate Acceptable levels of Participation, Collaboration, & Professionalism. Students who fall below expectations will be notified and given an opportunity for growth. Performance in this area may be reflected in your final grade.

An Assignment Description and Evaluation Format will be distributed for each assignment.

5. Course materials (textbook(s), articles, etc.).

Falk, B. & Blumenreich, M. (2005) The Power of Questions: A Guide to Teacher and Student Research. Portsmouth, NH: Heinemann ISBN: 0-325-00698-9

Semel, S.F., Editor. (2010). Foundations of Education. Florence, KY: Routledge, Taylor & Francis, Inc http://www.routledge.com/books/details/9780415806251/

Sugarman, S. (2010). Seeing Past the Fences: Finding Funds of Knowledge for Ethical Teaching. The New Educator, 6, 96-117. Retrieved 1/15/11 at: http://www.metrostatecue.org/files/mscd//Documents/Effective%20Educators/Urban%20Teaching%20and%20Deficit%20Language.pdf

6. Assessment of OutcomesMidterm and final exam of course content, clinical practice, instructor and student demonstrations, small group/large

group activities, discussion, textbook and journal readings, essays, videos, projects, portfolio entries, and informal assignments. Also see description of course requirements. See section B.1. of this document for specific assessment plans.

7. List of references.

Blair, T. (1998). Preparing for student teaching in a pluralistic classroom Boston : Allyn and Bacon.Capobianco, B. & Joyal, H. (2005). Action research: Practical strategies for incorporating professional development experiences in the classroom. Science and Children. Dyson, A. (1997). What difference does difference make?: Teacher reflections on diversity, literacy, and the urban primary school. Urbana, IL: National Council of Teachers of English.Kitchen, J. & Stevens, D. (2008). Action research in teacher education. Action Research. 6(1): 7 – 28.

Mintz, E., Fiarman, S. & Buffet, T. (2005). Digging into data. In Data Wise: A step-by-step guide to using assessment results to improve teaching and learning. Cambridge, MA: Harvard Education Press.Rigg, P. & Allen, V. (1989). When they don’t all speak English. Urbana, IL: National Council of Teachers of English. Sagor, R. (2000). What is action research? In Guiding school improvement with action research. Alexandria, VA: ASCD. P. 3 – 11.Tabachnick, R. & Zeichner, K. (1999). Idea and action: Action research and the development of conceptual change teaching of science. Science education. 83(3): 309-322.

Journals:Educational LeadershipEducation WeekExceptional ChildInstructorPhi Delta KappanTeaching Exceptional ChildrenSelected journals in content areas

Selected documents:Minnesota Code of Ethics for TeachersMinnesota Standards for Effective Practice for Beginning TeachersInterstate New Teacher Assessment and Support Consortium StandardsNational Board for Professional Teaching Standards

Current selected documents generated from ERIC using PALS and other retrieval systemsWebsites:

Title: American Federation of TeachersURL: www.aft.orgTitle: Education Week on the WebURL: www.edweek.orgTitle: EDLawURL: www.access.digex.net/~edlawinc/Title: EdWeb: Exploring Technology and School ReformURL: www.edweb.cnidr.org:90Title: Eisenhower National ClearinghouseURL: www.enc.orgTitle: Educational Resources Information CenterURL: www.eric.syr.eduTitle: The Law and Special EducationURL: www.ed.sc.edu/spedlaw/lawpage.htmTitle: Library of Congress (legislative information)URL: www.loc.gov and www.thomas.loc.govTitle: Mid-continent Regional Educational LaboratoryURL: www.mcrel.orgTitle: National Education AssociationURL: www.nea.orgTitle: National Information Center for Children and Youth with DisabilitiesURL: www.aed.org/nichy/Title: National School Boards AssociationURL: www.nsba.orgTitle: US Department of EducationURL: www.ed.govTitle: Minnesota Department of Children, Families, and LearningURL: www.cfl.state.mn.us

B. Rationale

1. Statement of the major focus and objectives of the course.

The content and planned experiences of this course are tied to the Minnesota Standards of Effective Practice and the Minnesota Standards for Teachers of Elementary Education. This course builds on prior knowledge and serves as the primary source for learning opportunities and assessment of competence for the following list of standards:

8710.2000 Standards of Effective Practice

Subpart 1. Standards. A candidate for teacher licensure shall show verification of completing the standards in subparts 2 to 11 in a teacher preparation program approved under part 8700.7600.

Subpart 10. Standard 9, reflection and professional development. A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth. The teacher must:9A. understand the historical and philosophical foundations of education;

Readings: course text “Foundations of Education”o Section I: The History of Education (W.E.B. Du Bois, Lawrence A. Cremin, David B.

Tyack)o Section II: The Politics of Education (Samuel Bowles & Herbert Gintis, Jean Anyon,

Diane Ravitch)o Section III: The Sociology of Education (Randall Collins, Dan Lortie, Jeannie Oakes)o Section IV: The Philosophy of Education (Maxine Greene, John Dewey, Jane Roland

Martin)9B. understand methods of inquiry, self-assessment, and problem-solving strategies for use in professional self-assessment;

Experience/Assessment: Reflective Practitioner Journal. This course is during Semester 4 and connected to RED 413: Action Research Clinical Practice and EDST 464: Student Teaching II. Prior to these Clinical Experiences, candidates determine how they will practice reflection and self-analysis in their teaching. Candidates will consider a journal, blog, a Teaching Log, and other formats. Candidates will implement their plan during Clinical Practice.Experience/Assessment: Electronic Portfolio . Throughout your experiences in this program, you have been building an E-Portfolio documenting meeting the Standards of Effective Practice. In this course you will complete your E-Portfolio for a final evaluation.

Readings: course text “The Power of Questions: A Guide to Teacher and Student Research”

Experience/Assessment: Action Research: Reflective Practice about Impacting Student Learning. Candidates will develop an Action Research Project focused on a small group of English learners or underachieving learners. The assessments, intervention implementation, and data collection will all take place during a Clinical Practice course and during the 2nd student teaching placement. This Capstone Experience will be disseminated in a Showcase with the Junior cohort, a research paper, and in their electronic portfolio. Notice especially Step 7: Develop A New Plan of Action. Candidates will reflect together.

9C. understand the influences of the teacher's behavior on student growth and learning;


Experience/Assessment: Action Research: Reflective Practice about Impacting Student Learning. Candidates will develop an Action Research Project focused on a small group of English learners or underachieving learners. The assessments, intervention implementation, and data collection will all take place during a Clinical Practice course and during the 2nd student teaching placement. The purpose of this rich project is to cause candidates to study their impact on student learning.

9D. know major areas of research on teaching and of resources available for professional development;

Professional Development Log. During student teaching you will have opportunities for professional development offered through the school district. Keep a log of the opportunities, at least 2, you attend. Annotate your experience and include artifacts in your portfolio.Readings: course text “The Power of Questions: A Guide to Teacher and Student Research”

9E. understand the Experience/Assessment: Reflective Practitioner Journal. This course is during Semester 4

role of reflection and self-assessment on continual learning;

and connected to RED 413: Action Research Clinical Practice and EDST 464: Student Teaching II. Prior to these Clinical Experiences, candidates determine how they will practice reflection and self-analysis in their teaching. Candidates will consider a journal, blog, a Teaching Log, and other formats. Candidates will implement their plan during Clinical Practice.Experience/Assessment: Electronic Portfolio . Throughout your experiences in this program, you have been building an E-Portfolio documenting meeting the Standards of Effective Practice. In this course you will complete your E-Portfolio for a final evaluation.


Experience/Assessment: Action Research: Reflective Practice about Impacting Student Learning. Candidates will develop an Action Research Project focused on a small group of English learners or underachieving learners. The assessments, intervention implementation, and data collection will all take place during a Clinical Practice course and during the 2nd student teaching placement. This Capstone Experience will be disseminated in a Showcase with the Junior cohort, a research paper, and in their electronic portfolio. Notice especially Step 7: Develop A New Plan of Action. Candidates will reflect together.

Experience/Assessment: Candidates will keep a Research Journal/Blog where they will Reflect on their thoughts during the research project.

9F. understand the value of critical thinking and self-directed learning;

Experience/Assessment: Electronic Portfolio . Throughout your experiences in this program, you have been building an E-Portfolio documenting meeting the Standards of Effective Practice. In this course you will complete your E-Portfolio for a final evaluation.


Experience/Assessment: Action Research: Reflective Practice about Impacting Student Learning. Candidates will develop an Action Research Project focused on a small group of English learners or underachieving learners. The assessments, intervention implementation, and data collection will all take place during a Clinical Practice course and during the 2nd student teaching placement. This Capstone Experience will be disseminated in a Showcase with the Junior cohort, a research paper, and in their electronic portfolio.

9G. understand professional responsibility and the need to engage in and support appropriate professional practices for self and colleagues;

Experience/Assessment: Electronic Portfolio . Throughout your experiences in this program, you have been building an E-Portfolio documenting meeting the Standards of Effective Practice. In this course you will complete your E-Portfolio for a final evaluation.

9H. use classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for reflecting on and revising practice;

Experience/Assessment: Action Research: Reflective Practice about Impacting Student Learning. Candidates will develop an Action Research Project focused on a small group of English learners or underachieving learners. The assessments, intervention implementation, and data collection will all take place during a Clinical Practice course and during the 2nd student teaching placement. This Capstone Experience will be disseminated in a Showcase with the Junior cohort, a research paper, and in their electronic portfolio. Notice especially Step 7: Develop a New Plan of Action. In particular questions 1, 2, 5, and 6 address reflecting and revising practice.Experience/Assessment: Reflective Practitioner Journal. This course is during Semester 4 and connected to RED 413: Action Research Clinical Practice and EDST 464: Student Teaching II. Prior to these Clinical Experiences, candidates determine how they will practice reflection and self-analysis in their teaching. Candidates will consider a journal, blog, a Teaching Log, and other formats. Candidates will implement their plan during Clinical Practice.

9I. use professional literature, colleagues, and other resources to

Experience/Assessment: Parent/Teacher/Community Communication and Collaboration. The Strategy Showcase for this course will focus on strategies and tools for communicating and collaborating with parents and colleagues. Candidates will read: “How can Elementary

support development as both a student and a teacher;

Teachers Collaborate More Effectively with Parents to Support Student Literacy Learning?” by Carol Yerger St. George. (Winter 2010). Delta Kappa Gamma Bulletin, 76(2), 32-38. Using this article as a grounding, candidates will brainstorm ideas for communicating and collaborating. Candidates will also search the professional literature, professionals in the field, and other resources. At the end of the semester, after student teaching, candidates will showcase the communication and collaboration strategies they’ve used.

9J. collaboratively use professional colleagues within the school and other professional arenas as supports for reflection, problem-solving, and new ideas, actively sharing experiences, and seeking and giving feedback;

Experience/Assessment: Parent/Teacher/Community Communication and Collaboration. The Strategy Showcase for this course will focus on strategies and tools for communicating and collaborating with parents and colleagues. Candidates will read: “How can Elementary Teachers Collaborate More Effectively with Parents to Support Student Literacy Learning?” by Carol Yerger St. George. (Winter 2010). Delta Kappa Gamma Bulletin, 76(2), 32-38. Using this article as a grounding, candidates will brainstorm ideas for communicating and collaborating. Candidates will also search the professional literature, professionals in the field, and other resources. At the end of the semester, after student teaching, candidates will showcase the communication and collaboration strategies they’ve used.

9K. understand standards of professional conduct in the Code of Ethics for Minnesota Teachers in part 8700.7500;

Experience/Assessment: Code Of Ethics test: Each teacher, upon entering the teaching profession, assumes a number of obligations, one of which is to adhere to a set of principles which defines professional conduct. These principles are reflected in the following code of ethics, which sets forth to the education profession and the public it serves standards of professional conduct and procedures for implementation. This code shall apply to all persons licensed according to rules established by the Board of Teaching. Prior to student teaching you will be required to briefly and in your own words, list the 10 standards of professional conduct in the state of Minnesota.

9L. understand the responsibility for obtaining and maintaining licensure, the role of the teacher as a public employee, and the purpose and contributions of educational organizations; and

Experience: Professionalism Seminar conducted by a representative from Education Minnesota – in syllabus outline as followsA. Education Minnesota Presentation

1. Teacher Professionalism2. Teacher Responsibility3. Teacher as a Public Employee4. Purpose and contribution of EM and other educational organizations

9M. understand the role of continuous development in technology knowledge and skills representative of technology applications for education.

Experience/Assessment: Electronic Portfolio. Throughout your experiences in this program, you have been building an E-Portfolio documenting meeting the Standards of Effective Practice. In this course you will complete your E-Portfolio for a final evaluation. Please note Tab 7 of the Portfolio is for Candidates TECHNOLOGY BLOG. Technology is woven throughout each semester as it relates to the Semester Theme or to the Semester Strands. Technology Blog Assignment. On the assignment notice Entry #1, the Semester Entries, and Entry #5. Technology Snapshots integrated:o Programming & Roboticso E-Portfolio/Blogo Digital-Age Work & Learningo Basic Skills Test-out o Digital Literacieso Digital Tools & Resourceso Technology-enriched learning environmentso Global Learning Communityo Digital Citizenshipo Collaborative Toolso Data Analysis, Display, & Self-renewalo Professional Growth & Leadershipo Relevant learning experience using digital tools & resources

Subpart 11. Standard 10, collaboration, ethics, and relationships. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. The teacher must:10A. understand schools as organizations within the larger community context and understand the operations of the relevant aspects of the systems within which the teacher works;

Experience/Assessment: School Board Meeting. Attend or view on TV a School Board meeting. Provide a summary of the meeting and discuss your view regarding its operations as it would relate to you as a teacher in that district.

10C. understand student rights and teacher responsibilities to equal education, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, and reporting in situations of known or suspected abuse or neglect;

Experience/Discussion: Located on the syllabus as follows:I. EthicsA. Code of Ethics for Minnesota TeachersB. Ethical Teaching with English learners and underachieving learnersC. Student rights and Teacher responsibility to:1. Equal education2. Appropriate education for students with disabilities3. Confidentiality4. Privacy5. Appropriate treatment of studentsD. Reporting in situations of known or suspected abuse or neglect1. Mandatory Reporting Brochure from the state2. Process used by the Rochester Public Schools

10G. collaborate with other professionals to improve the overall learning environment for students;

Experience/Assessment: Assignment prepared in class prior to student teaching, implemented in student teaching, and reported back to the group after student teaching. As follows:Parent/Teacher/Community Communication and Collaboration. The Strategy Showcase for this course will focus on strategies and tools for communicating and collaborating with parents and colleagues. Candidates will read: “How can Elementary Teachers Collaborate More Effectively with Parents to Support Student Literacy Learning?” by Carol Yerger St. George. (Winter 2010). Delta Kappa Gamma Bulletin, 76(2), 32-38. Using this article as a grounding, candidates will brainstorm ideas for communicating and collaborating. Candidates will also search the professional literature, professionals in the field, and other resources. At the end of the semester, after student teaching, candidates will showcase the communication and collaboration strategies they’ve used. This assignment will focus on:Communication strategies with the school, community, and parents/guardians/caretakersCollaboration strategies with colleagues, the community, and parents/guardians/caretakers

10H. collaborate in activities designed to make the entire school a productive learning environment;


10I. consult with Experience/Assessment: Assignment prepared in class prior to student teaching,

parents, counselors, teachers of other classes and activities within the school, and professionals in other community agencies to link student environments;

implemented in student teaching, and reported back to the group after student teaching. As follows:Parent/Teacher/Community Communication and Collaboration. The Strategy Showcase for this course will focus on strategies and tools for communicating and collaborating with parents and colleagues. Candidates will read: “How can Elementary Teachers Collaborate More Effectively with Parents to Support Student Literacy Learning?” by Carol Yerger St. George. (Winter 2010). Delta Kappa Gamma Bulletin, 76(2), 32-38. Using this article as a grounding, candidates will brainstorm ideas for communicating and collaborating. Candidates will also search the professional literature, professionals in the field, and other resources. At the end of the semester, after student teaching, candidates will showcase the communication and collaboration strategies they’ve used. This assignment will focus on:Communication strategies with the school, community, and parents/guardians/caretakersCollaboration strategies with colleagues, the community, and parents/guardians/caretakers

10K. establish productive relationships with parents and guardians in support of student learning and well-being;


10L. understand mandatory reporting laws and rules; and

Experience/Discussion: Located on the syllabus as follows:II. EthicsA. Reporting in situations of known or suspected abuse or neglect1. Mandatory Reporting Brochure from the state2. Process used by the Rochester Public Schools

10M. understand the social, ethical, legal, and human issues surrounding the use of information and technology in prekindergarten through grade 12 schools and apply that understanding in practice.

Experience/Assessment: Electronic Portfolio. Throughout your experiences in this program, you have been building an E-Portfolio documenting meeting the Standards of Effective Practice. In this course you will complete your E-Portfolio for a final evaluation. Please note Tab 7 of the Portfolio is for Candidates TECHNOLOGY BLOG. Technology is woven throughout each semester as it relates to the Semester Theme or to the Semester Strands. Technology Blog Assignment. On the assignment notice Entry #2, #3, and #4.

The Technology Standards within the Standards of Effective Practice are integrated across the program as Technology Snapshots for each semester. As part of their Electronic Teaching Portfolio, Candidates will maintain a Technology Blog with required entries each semester. This work will culminate in this course as part of the Electronic Teaching Portfolio. These standards are addressed as follows:

Subpart 3. Standard 2, student learning. A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development. The teacher

must: 2H. demonstrate knowledge and understanding of concepts related to technology and student learning.

Experience/Assessment: Electronic Portfolio. Throughout your experiences in this program, you have been building an E-Portfolio documenting meeting the Standards of Effective Practice. In this course you will complete your E-Portfolio for a final evaluation. Please note Tab 7 of the Portfolio is for Candidates TECHNOLOGY BLOG. Technology is woven throughout each semester as it relates to the Semester Theme or to the Semester Strands. Technology Blog Assignment. On the assignment notice Entry #2, Semester Entries, and Entry #5.

Subpart 4. Standard 3, Diverse Learners: A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.3R. identify and apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

Experience/Assessment: Electronic Portfolio. Throughout your experiences in this program, you have been building an E-Portfolio documenting meeting the Standards of Effective Practice. In this course you will complete your E-Portfolio for a final evaluation. Please note Tab 7 of the Portfolio is for Candidates TECHNOLOGY BLOG. Technology is woven throughout each semester as it relates to the Semester Theme or to the Semester Strands. Technology Blog Assignment. On the assignment notice the Semester Entries and Entry #5. Technology Snapshots integrated:

Programming & Robotics E-Portfolio/Blog Digital-Age Work & Learning Basic Skills Test-out Digital Literacies Digital Tools & Resources Technology-enriched learning environments Global Learning Community Digital Citizenship Collaborative Tools Data Analysis, Display, & Self-renewal Professional Growth & Leadership Relevant learning experience using digital tools & resources

Subpart 5. Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.4L. develop, implement, and evaluate lesson plans that include methods and strategies to maximize learning that incorporate a wide variety of materials and technology resources.



Subpart 7. Standard 6, communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must:6K. use a variety of media and educational technology to enrich learning opportunities.



Subpart 8. Standard 7, planning instruction. A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals. The teacher must: 7H. plan for the management of technology resources within the context of learning activities and develop strategies to manage student learning in a technology-integrated environment.



Subpart 10. Standard 9, reflection and professional development. A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth. The teacher must:9M. understand the role of continuous development in technology knowledge and skills representative of technology applications for education.

Experience/Assessment: Electronic Portfolio. Throughout your experiences in this program, you have been building an E-Portfolio documenting meeting the Standards of Effective Practice. In this course you will complete your E-Portfolio for a final evaluation. Please note Tab 7 of the Portfolio is for Candidates TECHNOLOGY BLOG. Technology is woven throughout each

semester as it relates to the Semester Theme or to the Semester Strands. Technology Blog Assignment. On the assignment notice Entry #1, the Semester Entries, and Entry #5. Technology Snapshots integrated:


Subpart 11. Standard 10, collaboration, ethics, and relationships. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. The teacher must:10M. understand the social, ethical, legal, and human issues surrounding the use of information and technology in prekindergarten through grade 12 schools and apply that understanding in practice.

Experience/Assessment: Electronic Portfolio. Throughout your experiences in this program, you have been building an E-Portfolio documenting meeting the Standards of Effective Practice. In this course you will complete your E-Portfolio for a final evaluation. Please note Tab 7 of the Portfolio is for Candidates TECHNOLOGY BLOG. Technology is woven throughout each semester as it relates to the Semester Theme or to the Semester Strands. Technology Blog Assignment. On the assignment notice Entry #2, #3, and #4.

8710.3200 Teachers of Elementary Education

A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts and the connections among them. The teacher must know and apply:

G. A candidate for licensure as a teacher of elementary education demonstrate a view professional development as a career-long effort and responsibility including:(1) Exhibiting a particular stance towards professional development. Beginning teachers view learning about reading processes and students’ reading development, and becoming more proficient as a teacher of reading, as a career-long effort and responsibility;

Experience/Assessment: Professional Development Log. During student teaching you will have opportunities for professional development offered through the school district. Keep a log of the opportunities, at least 2, you attend. Annotate your experience and include artifacts in your portfolio.Experience/Assessment: Action Research: Reflective Practice about Impacting Student Learning. Candidates will develop an Action Research Project focused on a small group of English learners or underachieving learners. The assessments, intervention implementation, and data collection will all take place during a Clinical Practice course and during the 2nd student teaching placement. This Capstone Experience will be disseminated in a Showcase with the Junior cohort, a research paper, and in their electronic portfolio. Notice especially Step 7: Develop a New Plan of Action. This step of the project asks students to reflect on their experience. In particular, questions 1, 3, 4, 5, and 7 ask candidates to reflect on their development as a teacher of reading.

(2) Displaying positive dispositions toward the act of reading and the

Readings: 1. Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling; 2. Research-Based Methods of Reading Instruction for English Language Learners; 3. Literacy Essentials for English

teaching of reading, including a belief that all students can learn to read regardless of their cognitive, cultural or linguistic backgrounds;

Language Learners. Experience/Assessment: Action Research: Reflective Practice about Impacting Student Learning. Candidates will develop an Action Research Project focused on a small group of English learners or underachieving learners. The assessments, intervention implementation, and data collection will all take place during a Clinical Practice course and during the 2nd student teaching placement. This Capstone Experience will be disseminated in a Showcase with the Junior cohort, a research paper, and in their electronic portfolio. Notice especially Step 7: Develop a New Plan of Action. This step of the project asks students to reflect on their experience. Each of the questions in this step point to the candidates disposition about impacting student’s literacy learning.

(3) Providing support for students’ reading development by communicating regularly with parents/caregivers and eliciting their support in a student’s reading development;

Experience/Assessment: Action Research: Reflective Practice about Impacting Student Learning. Candidates will develop an Action Research Project focused on a small group of English learners or underachieving learners. The assessments, intervention implementation, and data collection will all take place during a Clinical Practice course and during the 2nd student teaching placement. This Capstone Experience will be disseminated in a Showcase with the Junior cohort, a research paper, and in their electronic portfolio. Notice especially Step 2: Develop a Plan of Action. In this step candidates are asked to plan for regular and specific communication with parents/guardians related to reading development.Another Experience/Assessment in this course is: Parent/Teacher Communication and Collaboration. The Strategy Showcase for this course will focus on strategies and tools for communicating and collaborating with parents and colleagues. Candidates will read: “How can Elementary Teachers Collaborate More Effectively with Parents to Support Student Literacy Learning?” by Carol Yerger St. George. (Winter 2010). Delta Kappa Gamma Bulletin, 76(2), 32-38. Using this article as a grounding, candidates will brainstorm ideas for communicating and collaborating. Candidates will also search the professional literature, professionals in the field, and other resources. At the end of the semester, after student teaching, candidates will showcase the communication and collaboration strategies they’ve used. This assignment will focus on: Communication strategies with the school, community, and

parents/guardians/caretakers Collaboration strategies with colleagues, the community, and

parents/guardians/caretakers(4) Understanding how to provide instructions for paraprofessionals and volunteers working in the classroom to ensure that these individuals provide effective supplementary reading instruction;

Experience/Assessment: Parent/Teacher Communication and Collaboration. The Strategy Showcase for this course will focus on strategies and tools for communicating and collaborating with parents and colleagues. Candidates will read: “How can Elementary Teachers Collaborate More Effectively with Parents to Support Student Literacy Learning?” by Carol Yerger St. George. (Winter 2010). Delta Kappa Gamma Bulletin, 76(2), 32-38. Using this article as a grounding, candidates will brainstorm ideas for communicating and collaborating. Candidates will also search the professional literature, professionals in the field, and other resources. At the end of the semester, after student teaching, candidates will showcase the communication and collaboration strategies they’ve used. This assignment will focus on: Communication strategies with the school, community, and

parents/guardians/caretakers

Collaboration strategies with colleagues, the community, and parents/guardians/caretakers

(5) Engaging in personal learning as a daily and long-term goal to inform instructional practices, including reflection on practices, to improve daily instructional decisions and interactions with students; and

Experience/Assessment: Reflective Practitioner Journal. This course is during Semester 4 and connected to RED 413: Action Research Clinical Practice and EDST 464: Student Teaching II. Prior to these Clinical Experiences, candidates determine how they will practice reflection and self-analysis in their teaching. Candidates will consider a journal, blog, a Teaching Log, and other formats. Candidates will implement their plan during Clinical Practice.

6) Collaborate with other professionals on literacy learning initiatives.

Experience/Assessment: Parent/Teacher Communication and Collaboration. The Strategy Showcase for this course will focus on strategies and tools for communicating and collaborating with parents and colleagues. Candidates will read: “How can Elementary Teachers Collaborate More Effectively with Parents to Support Student Literacy Learning?” by Carol Yerger St. George. (Winter 2010). Delta Kappa Gamma Bulletin, 76(2), 32-38. Using this article as a grounding, candidates will brainstorm ideas for communicating and collaborating. Candidates will also search the professional literature, professionals in the field, and other resources. At the end of the semester, after student teaching, candidates will showcase the communication and collaboration strategies they’ve used. This assignment will focus on: Communication strategies with the school, community, and

parents/guardians/caretakers Collaboration strategies with colleagues, the community, and

parents/guardians/caretakers

2. Specify how this new course contributes to the departmental curriculum.This course partially meets the Minnesota Board of Teaching licensure requirements for the 8710.3200 Teachers of Elementary

Education.3. Indicate any course(s) which may be dropped if this course is approved. None

C. Impact of this Course on other Departments, Programs, Majors, or Minors

1. Does this course increase or decrease the total credits required by a major or minor of any other department? If so, which department(s)? NO

2. Attach letter(s) of understanding from impacted department(s).

Attach a Financial and Staffing Data Sheet.

Attach an Approval Form with appropriate signatures.

Department Contact Person for this Proposal:

___Maggie Hoody______________________________ _529-6118 ______ [email protected] ______ Name (please print) Phone e-mail address

[Revised 9-1-10]

WSU Regulation 3-4WINONA STATE UNIVERSITY

FINANCIAL AND STAFFING DATA SHEET

Course or Program__RED304: Teacher Development __________

Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.

Please answer the following questions completely. Provide supporting data.

1. Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by adjunct faculty, include a rationale.

This course will be taught using existing staff.

If an adjunct faculty is needed to teach this course, selection will be based on expertise and currency in the field of Elementary Education.

2. What impact would approval of this course/program have on current course offerings? Please discuss number of sections of current offerings, dropping of courses, etc.

Approval of this course/program will replace the existing Elementary Education program coursework offered on the Rochester campus. This change will not impact the enrollment in Rochester of up to 30 teacher candidates admitted each Fall as a cohort.

The existing Elementary Education program coursework will continue intact on the Winona campus.

3. What effect would approval of this course/program have on the department supplies? Include data to support expenditures for staffing, equipment, supplies, instructional resources, etc.

This course will have minimal to no impact on department supplies and resources.

[Revised 9-05]

WINONA STATE UNIVERSITYNEW AND REVISED COURSE AND PROGRAM APPROVAL FORM

Routing form for new and revised courses and programs. Course or Program __RED304: Teacher Development __________

Department Recommendation

_________________________________ ___3/3/11 ___ [email protected] __ Department Chair Date e-mail address

Dean’s Recommendation _____ Yes _____ No*

_________________________________ ________________Dean of College Date

*The dean shall forward their recommendation to the chair of the department, the chair of A2C2, and the Vice Presdient for Academic Affairs.

A2C2 Recommendation _____ Approved _____ Disapproved

_________________________________ ________________Chair of A2C2 Date

Graduate Council Recommendation _____ Approved _____ Disapproved(if applicable)

_________________________________ ________________Chair of Graduate Council Date

_________________________________ ________________Director of Graduate Studies Date

Faculty Senate Recommendation _____ Approved _____ Disapproved

_________________________________ ________________President of Faculty Senate Date

Academic Vice President Recommendation _____ Approved _____ Disapproved

________________________________ ________________Academic Vice President Date

Decision of President _____ Approved _____ Disapproved

_________________________________ ________________President Date

Please forward to Registrar.

Registrar _________________ Please notify department chair via e-mail that curricular change has been recorded. Date entered

[Revised 9-1-10]

mailto:[email protected]