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FLORIDA A&M UNIVERSITY College of Education

Prekindergarten/Primary Education Program

Course Syllabus

Course Number: EEC 3005

Course Title: Foundation for ECE

Credits: 3 Semester Hours: 3

Department: Elementary Education & Prekindergarten/Primary Education Required Textbooks: Beginnings and Beyond. Ann Miles Gordon and Kathryn Williams Browne, Thomson/Delmar Publishers, 7th ed. Office Location: GEC-B 200G Office Phone: 599-3125 Email:

[email protected] Faculty Name: Nancy Fontaine, Ph.D. Associate Professor Term/Year: Fall 09

Office Hours: Mon, Wed, Fri 12:30 – 2:00

COURSE FOUNDATION In response to Florida’s demand for accountability from their public schools, the 1997 State Legislature created the Florida System of School Improvement and Accountability, which is designed to improve student performance. The Elementary Education Department, in response to this initiative, strives to make a positive impact by ensuring that it produces high quality professional teachers who are committed to improving student performance and who will assist students in meeting the Florida Sunshine State Standards. The Elementary Education Department endeavors to provide a quality program through the implementation of an integrated curriculum based on the guidelines and competencies aligned with the Florida Sunshine State Standards, Florida Accomplished Practices, Florida Adopted Subject Area Competencies, Association for Childhood Education International, National Association for the Education of Young Children, and those of other learned organizations. The conceptual framework which guides the work in the Elementary Education Department and the Preschool and Prekindergarten/Primary Program is heavily tied to the integrative education principles and thinking which result in the development of the “Exemplary Professional.” The conceptual framework is grounded in a combination of theories by philosophers such as Dewey, social scientists such as Erikson and Dubois, practitioners such as Bethune, and developmental constructivist theorists such as Piaget and Vygotsky.

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FIGURE 1

Theme 3 Values

Theme 4 Critical

Thinking

Theme 5 Professionalism

Theme 2 Technology

The Exemplary

Professional

Theme 6 Leadership

Theme 1 Diversity

FAMU College of Education’s Conceptual Framework

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The Conceptual Framework in the Professional Education Unit at Florida A&M University’s College of Education is an integrated approach to providing educational experiences that result in exemplary professional educators. The Framework is comprised of many 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. Figure 1 provides a diagram of the Exemplary Professional Conceptual Framework. The four themes within the Conceptual Framework include: multiculturalism, educational technology, values, problem solving, professionalism, and urban and rural education. Through the student’s general studies work and other early activities, research and practices of faculty that is integrated within course content and instruction, coursework within the education major and specialty areas, field clinical experiences, and internships the student evolves into the “Exemplary Professional.” The Preschool and Prekindergarten/Primary Education Program works within this Conceptual Framework to prepare the pre-professional to work effectively with young children within the context of their family, culture, and community. It assists the student in understanding and respecting the unique differences of individuals, particularly in regard to their cognitive, emotional, social, motor, and language skill development. Coursework, direct experience, practice, and external research enables students to examine current best practices in educating and facilitating the development of children. The emphasis of the Program is on developmental appropriateness through the utilization of a variety of curricula and activities. The practical application of this information is also prioritized to facilitate a more thorough knowledge and skill in working in the real world. Students are provided with the education standards and competencies required for young children by the Florida Department of Education and school districts throughout the state. COURSE GOAL/DISPOSITION By the end of the semester, students will have gained an overall understanding of early childhood education that is developmentally appropriate for children birth through age eight. Through this knowledge, students will also develop a respect for the profession and the importance of working with young children in an ethical, fair, and individualized manner that will support their development.

DIVERSITY CF 1 Through this focal area, the FAMU professional education candidate will: CF: 1.1 (K)

Understand diverse backgrounds of individuals.

F: 5,6,7

I: 3

CF: 1.2 (S,D)

Acquire the skills & dispositions to understand & support diverse student learning.

F: 5,7

I: 3,8

CF: 1.3 (S,D)

Accept and foster diversity.

F: 5,6

I: 3,8

CF: 1.4 (S)

Practice strategies such as: acceptance, tolerance, mediation & resolution.

F: 5,6 I: 3

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CF: 1.5 (K, S)

Establish a comfortable environment in which all students can learn.

F: 5, 7, 9, 10

I: 5

VALUES

CF3Through this focal area, the FAMU professional education candidate will: CF: 3.1 (S)

Work with colleagues in a professional manner.

F: 6

I: 2,5

CF: 3.3 (S,D)

Show respect for varied (groups) talents and perspectives.

F: 5,6

I: 3

CF: 3.4(D) Be committed to individual excellence. F: 3,9 I: 5,9 CF: 3.5(D)

Recognize the importance of peer Relationships in establishing a climate for learning.

F: 7,2

I: 5,10

CRITICAL THINKING

CF4 Through this focal area, the FAMU professional education candidate will: CF: 4.3 (D)

Value critical thinking and self-directed learning as habits of mind.

F: 4

I: 1,4

CF: 4.5 (S)

Demonstrate the use of higher order thinking skills.

F: 8

I: 4

PROFESSIONALISM

CF 5 Through this focal area, the FAMU professional education candidate will: CF: 5.1 (K) Know the content F: 8 I: 1 CF: 5.2 (S)

Use the appropriate pedagogy to provide all students with the opportunity to learn.

F:7,9

I: 7

CF: 5.3 (D)

Demonstrate commitment to professional growth & development.

F:3,7

I: 9

CF: 5.4 (K,S)

Use major concepts, principles, theories & research related to the development of children and adults.

F: 7

I: 2

CF: 5.6 (S)

Display effective verbal & non-verbal communication techniques to foster valuable interaction in the classroom.

F: 2

I: 6

CF: 5.7 (S,D)

Display appropriate code of conduct including dress, language, and respective behavior.

F: 9

I:5,9

URBAN/RURAL EDUCATION

CF6 Through this focal area, the FAMU professional education candidate will: CF: 6.3 (K)

Understand the conditions of both rural and urban students and families.

F: 5, 11

I: 2,3

COURSE DESCRIPTION The course will provide students with the foundation information in regard to early childhood education. The information is built on traditional and current theories and practices, particularly those based on empirical research. Students will be exposed to examples of curricula that are used throughout the nation, as well as standards in the field. In this course, students will be introduced to the Sunshine State Standards for

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Florida, and national standards for the early grades. They will also become familiar with technology that can be used to support instruction within an educational setting. Students also will receive an introduction to careers in preschool and prekindergarten primary education. They will become familiar with the ethics and major issues in dealing with young children in various settings, including laws and regulations. Students will become familiar with national and local professional organizations in the field of early childhood education. COURSE OBJECTIVES Students will be able to increase their knowledge and skill to a satisfactory level of 2 or 3 according to the assessment rubric for NCATE Standards 2.0 (2.1), 5.0 (5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8), 6.0 (6.1), which cover the following areas. When course has been completed, students will understand:

1. Historical and contemporary theories and theorists in the fields of early childhood education, educational psychology, ESOL, and exceptional education

2. Program models of early childhood education, elementary education, exceptional

education, and ESOL

3. Use knowledge of cultural characteristics to enhance instruction of all children, regardless of diversity

4. Identify, expose, and reexamine cultural stereotypes relating to children and

families, including LEP and non-LEP students

5. Relationships between and among theories of learning, intelligence, and practices

6. Understanding, sensitivity, and appreciation of major sociological influences such

as culture, ethnicity, language, economics, gender, and family structure

7. Knowledge of professional organizations, journals, research, and activities in the fields of early childhood education, including standards, policies, recommendations, and guidelines and position statements of professional organizations

8. Issues and trends, administrative and educational innovations, and federal and

state laws, rules, regulations, and litigation and their impact on early childhood education and education of exceptional students and ESOL students

9. State and national codes of professional ethics

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ACADEMIC LEARNING COMPACT Professionalism – Students will identify the qualities of a professional educator. Diversity (Rural/Urban) – Students will identify the unique characteristics of schools and classrooms in diverse settings. Values – Students will identify critical elements that should be included in their educational philosophy. PROFESSIONAL COMPETENCIES All instruction and activities for this course will specifically assist students in developing the following professional competencies to promote an understanding of early childhood education of children from age three through grade three. (1) Florida Department of Education Pre-professional Accomplished Practices: Accomplished Practice 3 Continuous Improvement (Indicators a, e) Accomplished Practice 5 Diversity (Indicators a, b, c, g, m) Accomplished Practice 6 Ethics (Indicators b – h) Accomplished Practice 9 Learning Environment (Indicators a – q) Accomplished Practice 11 Role of the Teacher (Indicators b, c, d, e, k) (2) Florida Department of Education Competencies for Prekindergarten/Primary Education: 2. Knowledge of foundations

a. Identify theories, theorists, benchmarks b. Identify curriculum models c. Identify the impact of federal and state laws

3. Research, standards, and trends a. Identify professional organizations b. Identify position statements c. Identify current trends and issues and laws d. Identify ethical behavior

(3) Florida Sunshine State Standards: NA (4) National Association for the Education of Young Children’s (NAEYC) National Council for Accreditation of Teacher Education Approved Guidelines: Standard 4 - Teaching and Learning- Using developmentally appropriate strategies Standard 5 - Becoming a Professional (5) ESOL Performance Standard: Standard 2 (6) ACEI: Standard 2 - Foundations of Early Childhood Education Standard 5 – Professional Lab Experiences

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Conceptual Framework Professionalism Urban/Rural Education Values INTASC Reflection and Professional Development COURSE SCHEDULE COURSE SCHEDULE Week 1 August 24 August 26 Course Introduction August 28 Chapter 1 History of ECE Week 2 August 31 Chapter 2 Types of Programs September 2 September 4 Field Experience: The Program Week 3 September 7 LABOR DAY September 9 Chapter 3 Defining the Whole Child September 11 Program Report 1 DUE Week 4 September 14 Chapter 4 Developmental and Learning Theories September 16 September 18 Field Experience: The Theories Week 5 September 21 Chapter 5 Teaching a Professional Commitment September 23 Applying Theories Report 2 DUE September 25 Field Experience: The Teacher Week 6 September 28 Chapter 6 Observation and Assessment September 30 Teacher Report 3 DUE October 2 Field Experience: The Child Week 7 October 5 Chapter 7 Understanding and Guiding Behavior October 7 October 9 Field Experience: The Classroom and Behavior

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Week 8 October 12 Chapter 8 Families and Teachers as Partners October 14 Classroom and Behavior 4 Report DUE October 16 Field Experience: PTA or alternative meeting Week 9 October 19 Chapter 9 Creating Environments October 21 Parent Report 5 DUE October 23 Field Experience: Outdoor Environment Week 10 October 26 Chapter 10 Curriculum October 28 October 30 Field Experience: Indoor Environment Week 11 November 2 Chapter 11 Physical/Motor Development November 4 Outdoor and Indoor Environment 6 Report DUE November 6 Field Experience: Play: Playground, Chuckie Cheese, Fun Station, or

Zoinks Week 12 November 9 Chapter 12: Cognitive Development November 11 Veteran’s Day November 13 Play Report 7 DUE Week 13 November 16 Chapter 13 Language Development November 18 November 20 Field Experience: Talking to Children Week 14 November 23 Talking to Children 8 Report DUE November 25 Thanksgiving November 27 Thanksgiving Week 15 November 30 Chapter 14 Emotional, Spiritual, and Creative Growth December 2 Field Experience: Arts Activity December 4 Arts Activity Report 9 DUE Finals Week December 7 – 11 Philosophy Statement DUE

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TEACHING METHODS The instructor utilizes an array of instructional techniques designed to build a foundation of knowledge and skill. Course material will be covered through direct instruction by the instructor and discussion by the students. Audiovisual materials including videotapes, overhead transparencies, and materials for young children will be incorporated into

instruction. Students will actively participate in planning and role-playing activities that they will use with children during field placement. Please understand that while readings are assigned in the course text, several outside readings will be given to students to read and discuss.

Assignment Course Objectives

INTASC Standards

Prof. Orgs.

FEAPs FTCE SAE

ESOL CF PreK Prim

Classroom Observations

2 ‐ 6 9 NAEYC ‐ 2, 5 ACEI ‐ 5

CI, D, LE, RT, E

PK/ Primary 2

2 P. U/R 1, 3, 5

Philosophy Statement

1, 7 ‐ 9 9 NAEYC – 2 ACEI – 4,5

CI, D, LE, RT, E

PK/ Primary 2, 3

2 P 1, 3, 5

Higher level critical thinking and learning will then be facilitated through the application of content in case studies. During field placement, students will apply best practices within daily lessons, care, and activities. During clinical practice sessions, specific, real-life examples from students’ field experiences will be presented and discussed. FIELD EXPERIENCE 11 hours) Students will be required to complete at least 11 hours of introductory field experience by visiting a facility serving children ages three through eight. Students will receive a field experience packet that will provide specific information in regard to setting up, participating in, and assessing their field placement. USE OF TECHNOLOGY Students will be exposed to different types through the review and assessment of various software packages to use with children ages three though eight. The criteria for evaluating software will be given in class. METHODS OF EVALUATION Assignment 1 10 points each, total 90 points Students will be completing 11 hours of field experience in various settings serving young children. You will be expected to follow procedures provided to you to write 9 reports about your experiences. Formats and procedures will be given to you before each experience.

Assignment Fantastic Acceptable Marginal Unsatisfactory

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Classroom Observation

There is clear evidence of 11 hours of site visits. The length and content comprehensively covers the visit. All indicators discussed in class are addressed. Report is well written with no grammatical, spelling, or punctuation errors.

There is clear evidence of 11 hours of site visits. The length and content mostly comprehensively covers the visit. Most indicators discussed in class are addressed. Report is well written but has some grammatical, spelling, or punctuation errors.

There is not evidence of 11 hours of site visits. The length attempts to comprehensively cover the visit. Few of the indicators discussed in class are addressed. Report is not well written and has some grammatical, spelling, or punctuation errors.

There is little evidence of site visits. The length and content does not comprehensively cover the visit. Few of the indicators discussed in class are addressed. Report is not at all well written with many grammatical, spelling, or punctuation errors.

Assignment 2 10 points Students are required to begin working on their pre-professional portfolio. In this course, you are to work on your initial early childhood education philosophy statement. Integrate your knowledge of position statements and standards from your professional organization and current laws and trends in the field.

Assignment Fantastic Acceptable Marginal Unsatisfactory

Philosophy of ECE

Statement

Philosophy statement reflects sound and all early childhood ed principles. Philosophy of professional organizations is included. Statement is well written with no grammatical, spelling, or punctuation errors.

Philosophy statement reflects sound and most early childhood ed principles. Statement does not include information from professional organizations. Statement is well written with a few grammatical, spelling, or punctuation errors.

Philosophy statement attempts to reflect sound and all early childhood ed principles. Statement is not well written and has grammatical, spelling, or punctuation errors.

Philosophy statement does not reflect sound early childhood ed principles or only covers some principles. Statement is not at all well written and has many grammatical, spelling, or punctuation errors.

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GRADING Your final grade will be based on your performance in the assigned learning activities. The grade distribution is as follows: 90 – 100 points A 89 – 80 points B 79 – 70 points C 69 – 60 points D Below 60 points F POLICIES

Florida A&M University

Elementary Education Program Prekindergarten/Primary Education Program

Student Professional Conduct and Disposition The administration and faculty of the FAMU College of Education have a responsibility to guide and support students in their learning and early opportunities to become exemplary professionals in knowledge, skill, and disposition. The Prekindergarten/Primary Education Program and Elementary Education Program and their courses have been developed based on the College of Education Conceptual Framework, and national and state standards and competencies. All Program aspects are continually revised to reflect current trends, issues, and requirements for professional educators. A positive disposition is critical for high ethical and professional behavior. A willing and cooperative attitude is required for optimal learning. The following guidelines and rules are provided for your reference to guide you, a student, in making decisions regarding your academic career. Your instructors and advisors will continue to reinforce these dispositional requirements for all students.

• While the Department encourages communication of diverse values and beliefs, respect for others must be maintained. This requirement includes verbal and non-verbal respect for all faculty, administration and staff. Take care with how you address other students and your instructors. Be courteous and treat others how you would want to be treated. Respect should also be shown to the traditional and practical value of the content and methods presented in courses, assignments, and field experience

• Attendance is required for the classes in which you are enrolled. The University and

College allows you to be absent in three hours of class time. If there are emergency situations, a note should be provided by a physician, pastor, or individual in a leadership position appropriate to the situation. Attendance also means being on time for classes. If you are late to class, you are officially, not in attendance.

• To ensure that you are appropriately completing your course of study, you will need to

meet with your advisor at least once per semester.

• Complete your assignments on time and with the appropriate and required information. Complete your assignments with pride as a professional education student.

• When out in field experience, students should represent FAMU, the College, and the

Programs in a respectable manner. Attendance, respect, and professional attitude and

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• Plagiarism (copying work from another source, such as a student or off the Internet) is

not allowed. In addition, turning on assignments that have already been turned in as another course assignment is not acceptable. This is self-plagiarizing.

• Written and oral communication is essential for success as an individual in the society,

the community, and in the world of work. Faculty instructors will assist students in obtaining a working knowledge and skill in grammar, spelling, punctuation, non-verbal communication required for professional. Assistance may include, but not be limited to required visits to the Writing Center, rewriting and revising assignments, individualized instruction, online tutoring programs, in class role plays, self videotaping.

• Faculty also will be identifying and working with students who may need assistance in

areas that are assessed formally through instruments such as the CLAST and FTCE. Assistance may include required enrollment in test preparation courses, additional or different assignments, and online tutoring programs.

• Cell phones are to be completely turned off during classes. Putting them on vibrate is not

permitted. It is extremely disturbing to the instructor and other class mates. Check your messages on breaks between or during class.

• To properly assist in the preparation of your technology education, you are required to

purchase and utilize the Live Text software. This resource must be purchased in your first semester of taking education coursework. All College of Education faculties are also required to use Live Text. All course syllabi will be posted on Live Text. You will be using this soft ware to post your assignments and collaborate with instructors and your student peers. These assignments will be used to work towards completion of your electronic portfolio. This document is required to be completed during your student internship.

• Beginning fall semester 2008, all students participating in field experience must show

evidence of having current liability insurance. Fortunately, many of your professional organizations, such as the National Association for the Education of Young Children (NAEYC) offer low cost liability insurance to its student members. The COE faculty and administration strongly recommend that you take advantage of this opportunity to become a member and get involved in your student level organization.

• In addition to proof of liability insurance, you will need to have no criminal background

record. Therefore, students are required to be fingerprinted before they are allowed to participate in field experience or internships. This process is coordinated through the Office of Student Teaching and the local school district.

Dispositions As a component of student assessment, the College of Education has instituted a system for monitoring the professional dispositions: Professionalism, Effective Communication, Respectful Behavior, Ethical Behavior, and Reflective Behavior. At the end of each semester each instructor will fill out an assessment instrument for each student which will be turned in to the department chair and kept in the student’s file. If a problem arises during the semester, a disposition feedback form may be completed by an instructor or school personnel and turned in to the student’s department chair. The severity of the behavioral deficiency will influence the chairperson’s handling of the situation. (See Assessment Instrument for Dispositions and Disposition Feedback Form for more detailed information. This policy includes provisions for professional dress, attendance, punctuality, use of cell phones, etc.)

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Policy Statement on Non-Discrimination It is the policy of Florida Agricultural and Mechanical University to assure that each member of the University community be permitted to work or attend classes in an environment free from any form of discrimination including race, religion, color, age, disability, sex, marital status, national origin, veteran status and sexual harassment as prohibited by state and federal statutes. This shall include applicants for admission to the University and employment. Academic Honor Policy The University’s Academic Honor Policy is located in the FANG Student Handbook, under the Student Code of Conduct- Regulation 2.012 section, beginning on page 55-56. ADA Compliance To comply with the provisions of the Americans with Disabilities Act (ADA), please advise instructor of accommodations required to insure participation in this course. Documentation of disability is required and should be submitted to the Learning Development and Evaluation Center (LDEC). For additional information please contact the LDEC at (850) 599-3180.

Reference List

Almy, M. & Genishi, C. (1979). Ways of Studying Children. New York, NY: Teachers College Press. Beaty, J. (1998). Observing Development of the Young Child. Upper Saddle River, NJ: Prentice Hall. Billman, J. & Sherman, J. (1996). Observation and Participation in Early Childhood Settings. Needham Heights, MA: Allyn and Bacon. Carlisle, A. (2001). Using the multiple intelligences theory to assess early childhood curricula. Young Children, November, 77- 83. Colker, L. & Dodge, D. (1996). The Creative Curriculum for Early Childhood. Washington, DC: Teaching Strategies. Collins, E. & McGaha, C. (2002). Create rewarding circle times by working with toddlers, not against them. Childhood Education, Summer, 194-199. Cromwell, E. (2000). Nurturing Readiness in Early Childhood Education. Needham Heights, MA: Allyn and Bacon. Cutler, K. (2000). Organizing the curriculum storage in a preschool/child care environment. Young Children, May, 88-92.

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Derman- Sparks, L. (1989). The anti-bias curriculum. Washington, DC: NAEYC. Dombro, A., Colker, L. & Dodge, D. (1997). The Creative Curriculum for Infants and Toddlers. Washington, DC: Teaching Strategies. Eliot, L. (1999). What’s Going on In There? New York, NY: Bantam Books. Flynn, L. & Kieff, J. Including everyone in outdoor play. Young Children, May, 20-26. Fogarty, R. (1997). Brain Compatible Classrooms. Arlington Heights, IL: Skylight Publications. Fogarty, R. & Opeka, K. (1988). Start Them Thinking. Arlington Heights, IL: Skylight Publications. Frey, B. Basic Helps for Teaching English as a Second Language. Tucson, Arizona: Communication Skill Builders. Genishi, C. Research in Review: Young English Language Learners: Resources in the Classroom Young Children. Gober, S. (2002). Six Simple Ways to Assess Children. Albany, NY: Delmar. Gonzalez-Mena, J. & Bhavnagi, N. (2000). Diversity and infant/toddler caregiving. Young Children, September, 31-35. Harris, T. & Fuqua, J. (2000). What goes around comes around: Building a community of learners through circle times. Young Children, January, 44-47. Healy, J. (1994). Your Child’s Growing Mind. New York, NY: Doubleday. Hereford, N. & Schall, J. (1991). Dramatic Play: A Practical Guide for Teaching Young Children. New York, NY: Scholastic Inc. Hughes, E. (2002). Planning meaningful curriculum. Childhood Education, Spring, 134-139. Huntsinger, C., Huntsinger, P., Ching, W., & Choi-Bo, L. (2000). Understanding cultural contexts fosters sensitive caregiving of Chinese American Children. Young Children, November, 7-15. Jablon, J., Dombro, A. & Dichtelmiller, M. (1999). The Power of Observation. Washington, DC: Teaching Strategies.

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Jensen, E. (1997). Brain Compatible Strategies. Del Mar, CA: Turning Point Publications. Jensen, E. (1998). Teaching the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development. Linder, T. (1997). Transdisciplinary Play-Based Observation. Baltimore, MD: Paul Brookes Publishing Company. Loomans, D. & Kolberg, K. (1993). The Laughing Classroom. Tiburbon, CA: H.J. Kramer. McCracken, J. (1993). Valuing diversity in the primary years. Washington, DC: NAEYC. McGinnis, J. (2002). Enriching the outdoor environment. Young Children, May, 28-30. Murray, C. (2000). Learning about children’s social and emotional needs at snack time-Nourishing the body, mind, and spirit of each child. Young Children, March, 43-52. Packer, S. (2002). The effects of scarcity and abundance in early childhood settings. Young Children, September, 36-38. Parry, T. & Gregory, G. (1998). Designing Brain Compatible Learning. Arlington Heights, IL: Skylight Publications. Sousa, D. (1998). Learning Manual for How the Brain Works. Thousand Oaks, CA: Corwin Press. Stephenson, A. (2002). What George taught me about toddlers and water. Young Children, May, 10-14. Sutterby, J. & Frost, J. (2002). Making playgrounds fit for children and children fit on playgrounds. Young Children, May, 36-42. Tabors, P (2003) What educators need to know: developmentally effective programs for linguistically and culturally diverse children and families. Young Children, 56, 20-27. Tsao, L. (2002). How much do we know about the importance of play in child development? Childhood Education, Summer, 230 – 235. York, S. (1992). Developing Roots and Wings: A Trainer’s Guide to Affirming Culture in Early Childhood Programs. St. Paul, MN: Redleaf Press.

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ESOL INFUSED PREK/PRIMARY EDUCATION COURSE SYLLABI ADDENDUM EEC 3005 Foundations of Early Childhood Education

Dr. Nancy Fontaine

ESOL Standard/Course

Objective

Description of Assignment/

Artifact

Assessment Rubric for Demonstrated Mastery Level 1 Level 2 Level 3

Course

ESOL Standard 2: Recognize the major differences and similarities between the different cultural groups in the United States Course Objectives: Identify historical and contemporary theories in regard to families and children, regardless of diversity Use knowledge of cultural understanding to plan curriculum and environment Identify and expose cultural stereotyping that interferes with instruction

Classroom environmental observation - Students will visit a school serving children who are in an ESOL program. They will observe a classroom teacher working with children in a diverse educational setting. Students will write up a typed, double-spaced self-reflection for each day and include the following points: What is the environment like? What kinds of materials are available for students? How are the materials appropriate for the children, including those who are in ESOL programs? How do the teachers interact with the regular and ESOL students? How do the groups of students respond to the teacher? To each

There is not evidence of 9 hours of site visits. The length and content of the report does not comprehensively cover the visit. Few of the indicators discussed in class are addressed.

There is evidence of 9 hours of site visits. The length and content of the report does not comprehensively cover the visit. Some of the indicators discussed in class are addressed.

There is evidence of 9 hours of site visits. The length and content of the report comprehensively covers the visit. Most indicators discussed in class are addressed.

EEC 3005

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Understand sociological influences on education systems that impact families and children Understand current issues and trends such as federal, state, and school district rules, legislation, priorities, etc. Identify and practice national codes of conduct and FEAPs

other while working and in play? Compare your findings for children who are not in ESOL and those who are. What would be the difficulties for you to be the teacher that you are observing as you teach diverse populations? A report will be submitted and presented in class.

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College of Education

Student Professional Dispositions Fall 2009

Candidate’s Name: _______________________ Student ID: ___________ Program Area: _________________

Favorable Acceptable Marginal Unacceptable 4 3 2 1

Criteria for rating

The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)

The candidate usually and extensively demonstrates indicators of performance.

(89-80%)

The candidate sometimes and adequately demonstrates indicators of performance.

(79-70%)

The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance.

Outcome Professionalism : The Teacher Candidate demonstrates professionalism (Please use a to indicate level of performance.) F

(4) A (3)

M (2)

U (1)

• Acts as a high quality representative of FAMU’s College of Education • Does not exceed three unexcused absences, per university catalog 2009-2010 • Is in class or field experience site at or before specified time, per Registrar • Attends class, field experiences, meetings • Uses appropriate dress and grooming • Turns off cell phone, puts it away, and avoids checking or making text messages • Completes assignments on or before due date • Emotional Management

o Handles feeling appropriately o Reacts reasonably to situations o Finds a healthy balance between emotions o Accepts responsibility for self and choices

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• Demonstrates the appropriate use of personal technology during class • Follows established protocol and procedures and policies • Is attentive in class, participates in discussions, completes assignments in a timely manner • Makes choices which demonstrates a commitment to teaching

Favorable Acceptable Marginal Unacceptable 4 3 2 1

Criteria for rating


(90–100 %)


(89-80%)


(79-70%)


Outcome Effective Communication: The Teacher Candidate demonstrates effective communication skills (Please use a to indicate level of performance.)

F (4)

A (3)

M (2)

U (1)

• Uses standard English language in various settings • Has written work that is generally error free (spelling, punctuation, grammar • Uses appropriate tone of voice for the setting • Clearly articulates concepts (avoids words such as you know, um, uh-uh, and okay) • Models appropriate respectful communication that is not demeaning or harmful (avoids loud outbursts and profanity) • Avoids confrontational behavior • Is willing to use a variety of technology communication tools • Works professionally with peers, colleagues, and supervisors or administrators

Favorable Acceptable Marginal Unacceptable

4 3 2 1 Criteria for rating




(79-70%)

The candidate rarely or never and inappropriately or superficially demonstrates indicators

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(90–100 %) (89-80%) of performance.

Outcome Respectful Behavior: The Teacher Candidate demonstrates respectful behavior (Please use a to indicate level of performance.)

F (4)

A (3)

M (2)

U (1)

• Considers opinions of others with an open mind (respects diversity) • Listens to others in a variety of settings • Provides equitable learning opportunities for all • Considers background interests and attitudes • Reacts reasonably to situations (avoids verbal confrontational behavior)

Favorable Acceptable Marginal Unacceptable

4 3 2 1 Criteria for rating


(90–100 %)


(89-80%)


(79-70%)


Outcome Ethical Behavior: The Teacher Candidate demonstrates ethical behavior (Please use a to indicate level of performance.) F

(4) A (3)

M (2)

U (1)

• Demonstrates academic honesty o Avoids plagiarizing

• Demonstrate honesty inside and outside of the classroom • Demonstrates trustworthiness • Understands the importance of professional code of ethics • Advocates fairness • Maintains standards of confidentiality for all information obtained on others

Favorable Acceptable Marginal Unacceptable Criteria for rating 4 3 2 1

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22


(90–100 %)


(89-80%)


(79-70%)


Outcome Reflective Behavior: The Teacher Candidate demonstrates reflective behavior (Please use a to indicate level of performance.)

F (4)

A (3)

M (2)

U (1)

• Accepts feedback and suggestions, and incorporates in subsequent practice in various settings

• Demonstrates accurate self-analysis regarding ones strengths and weaknesses • Evaluates the effect of his/her choices and actions on self and others • Accepts feedback in a mature, positive, and proactive manner • Realizes that learning is an on-going process • Persists in helping ALL children become successful • Appreciates and values human diversity

florida a&m university college of education ... 3005 09... · the education standards and...

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