studying skillful teaching: promoting student motivation, … · graduate and continuing...

Research for Better Teaching, Inc. One Acton Place, Acton, MA 01720 978-263-9449 www.RBTeach.com 1

Fitchburg State University Graduate and Continuing Education—Extended Campus Program

Course Syllabus

Studying Skillful Teaching: Promoting Student Motivation,

Learning, and Achievement

3 Credit Hours Instructor: Research for Better Teaching consultants Office: Research for Better Teaching, Inc. One Acton Place Acton, Massachusetts 01720 Telephone: 978-263-9449 Email: [email protected] Fax: 978-263-9959 Office Hours: 9:00 AM – 5:00 PM, Monday through Friday A. COURSE DESCRIPTION: This course is foundational in building teachers’ capacity – the knowledge and skills as well as the courage and conviction - to promote learning and increased achievement. It is based on the belief that teaching is a process of decision-making, not a prescriptive list of do’s and don’ts; skillful teachers never stop learning through experimentation, data analysis, study, and collegial sharing about what works best for their students. While providing an overview to a comprehensive model of the knowledge base on teaching, Studying Skillful Teaching: Promoting Student Motivation, Learning, and Achievement focuses on a few areas in depth; 1) Planning lessons that are clear and accessible to all students: 2) Communicating high expectations; and 3) Using a variety of assessments to inform planning, teaching, and reflecting on lessons. Candidates will learn both how to collect and analyze data and how to respond to data by drawing on research-based instructional strategies. In addition, a strong theme throughout the course is strengthening understanding and respect for our students’ diverse cultural backgrounds. There are no prerequisites for the course.

If you plan on matriculating into a graduate program at Fitchburg State University, please be aware that twelve semester hours of Fitchburg State University credit taken within a year prior to the student’s admission may be applied to the degree program with the approval of the program chairperson. Anything over 12 credits prior to matriculation will NOT be accepted towards the degree.

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B. TEXTS:!!

Saphier, Jon, Haley-Speca, Mary Ann, and Gower, Robert. The Skillful Teacher: Building Your Teaching Skills: 6th Edition. Research for Better Teaching, Inc., 2008.

!Fitchburg!State!University!Teacher!Preparation!Programs.!(2012).!!Conceptual!

framework.!!Fitchburg,!MA:!Author.![Online]!Available:!http://www.fitchburgstate.edu/academics/academicJdepartments/educationJunit/conceptualJframework/!

!Massachusetts!Department!of!Elementary!and!Secondary!Education.!(1999J2011).!Curriculum!

frameworks.!Malden,!MA:!Author.![Online]!Available:!http://www.doe.mass.edu/frameworks/current.html!!


Fitchburg State University Teacher Education Conceptual Framework

C. LEARNING OUTCOMES / OBJECTIVES:

This course will address the dispositions of the Conceptual Framework in the following way(s):

Knowledge: As a result of the learning experiences in the course, you will become more cognizant of:

• A framework for studying and reflecting on the complex relationship between teaching and learning - the Knowledge Base on Teaching.

• Pedagogy and a varied repertoire for engaging all students in learning experiences that enable them to synthesize complex knowledge and skills and meet standards and expectations.

• A framework for establishing a classroom and a school environment in which students

respect and affirm their own and others’ differences, and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges.

• Dimensions by which to know students – academically, culturally, meta-cognitively, and

personally.

• Classroom cultures and routines that create and maintain intellectual environments where students take academic risks and play an active role—individually and collectively—in promoting ownership of their learning.

• Student self-assessments to identify strengths, interests, and needs - how to ask for support,

take risks, embrace challenge, determine learning goals, monitor progress and adjust effort.

• Constructive feedback loops with students that create dialogue about performance, progress, and improvement.

Knowledgeable

Skillful

Caring Ethical


• Collaborative protocols that allow teachers to analyze student work, to reflect on instructional decisions that influence student learning, and to plan appropriate next steps in student learning.

Skill: As a result of the learning experiences in the course, you will become better able to:

• Use the Knowledge Base on Teaching to a) study areas of performance, build repertoire, and match strategies to students, curriculum, and context, and b) plan lessons, analyze teaching, problem solve, and make instructional decisions.

• Apply strategies for a) communicating messages of high expectations for all students and

b) influencing student confidence and conviction that their efforts can become increasingly effective.

• Design lessons with measurable, accessible objectives requiring higher-order thinking

skills that enable students to learn and apply the knowledge and skills defined in state standards/local curricula.

• Align objectives, criteria for success, and a process of formative assessment.

• Apply formative assessment processes of gathering, analyzing, and responding to student

data.

Caring: As a result of the learning experiences in the course, you will become more competent in your ability to:

• Respond to student data for all students

• Develop the conviction within one’s self and the students that one’s efforts can be made more effective

• Make changes in one’s instruction and classroom climate, and influence curriculum and

school culture after analyzing with a cultural proficiency lens

• Embrace core values vital to a learning community, including abiding respect and caring for each and every child and their learning

Ethical: As a result of the learning experiences in the course, you will become more competent in your ability to:

• Use a framework to analyze cultural proficiency in instruction, curriculum, class climate, and school environment


• Stick with students – all students – as they work through challenges and are taught to use multiple opportunities to get smarter at important goals and learning

D. INSTRUCTIONAL STRATEGIES

X Lecture X Data Collection and Analysis X Discussion/Questioning Pre-Practicum Laboratory X Role Playing/Simulation Problem Finding/Solving X Independent Learning X Discovery Field Trips Interviewing Computer Applications X Collaborative Learning Groups X Viewing or Listening to Followed by X Reflective Responses Discussing X Creating Visual Illustrations of Concepts X Other__Peer Review____________

Technology Initiatives: Users of the Fitchburg State University technology systems are subject to all applicable federal, state, and international technology laws. Questions regarding regulations may be directed to the Office of Information Technology. Candidates will utilize technology as:

• a communication method (email) • a learning management system, including access to course materials (electronic binder,

readings, assignment templates) • a tool for collaborative reflection (peer responses) • an enhancement tool for learning (video analysis, simulations)

Instructional Strategies / Methodology: Direct Instruction:

• structured overviews • mini-lectures • explicit teaching • compare and contrast (research definitions, concepts)

Interactive Instruction:

• Think-Pair-Share to process information • Small group discussions to process new information, to generate questions about content

and application, to discuss ideas from articles • Jigsaw readings • Analyze video clips for content applications and challenges to content applications • Critical analyses of how students explain their successes and failures and of patterns in the

explanations • Role-playing exchanges between teachers and students to develop and nurture Growth

Mindsets


• Making Thinking Visible routines to collaboratively process information, identify challenges, and problem-solve

• Discussion Protocols (e.g., Leaderless Discussion, Teammates Consult) • Peer Review in online communities for posting work, reviewing and responding to others’

work, editing work Indirect Instruction:

• Reflective discussion (reflections on experimentation throughout each assignment) • Concept attainment (attributes of feedback) • Concept mapping (relationships of course concepts as more information is learned/

discovered) Independent Study:

• Journals/Experiment logs • Application assignments • Field observations (collect data to evaluate impact of experimentation on student

motivation, learning, and achievement)

Instructor use of: • questioning techniques, including rigorous and scaffolded levels of questions • wait time • 10-2/8-3 • multiple grouping strategies • purposeful movement • visual anchoring with color coding of concept attributes

E. COURSE REQUIREMENTS:

Attendance Studying Skillful Teaching is a graduate level course that meets 37.5 hours. Your active participation in these classes is essential to your and your classmates’ learning. To complete the course, combined absences - including late arrivals and early dismissals - may not exceed 6.25 hours. Please provide your instructor with advance notice of your absence when possible. Candidates who are unable to attend the first session are discouraged from enrolling in the course.

Session-to-Session Preparations The design of this course is built upon principles of adult learning and standards of quality professional development. You are valued members of this class, and the learning experiences of all class members are influenced by your level of preparation, participation, and active collaboration. You are expected to come prepared to each class having completed course readings with evidence of text interaction, completed assignments that are ready for peer review, and ready to engage in critical thinking and dialogue with fellow candidates. Course Assignments To maximize collegial learning, all assignments are to be completed and submitted according to


posted due dates. Late work and extensions will only be accepted when instructor permission is granted prior to the due date. When an assignment does not yet meet criteria, revisions will be expected, and must be submitted no later than two weeks from the instructor's feedback.

Experiment Log Your instructor will prompt you to experiment with two to four ideas, strategies, or tools from the Knowledge Base on Teaching that you are either newly adding to your repertoire or enhancing your use of. These are opportunities to further motivate your students and to develop their learning and achievement. Maintain a record of what you’re trying, what you’re observing, and what you’re collecting as data about impact. Come to the next session ready to discuss and reflect with colleagues.

Ideas that your instructor might select as entry topics might include: • A selection from the list of strategies modeled and charted in class, see binder pp. 304-

314 • An extension of a concept or strategy studied in class (e.g., Arenas, student self-

assessment) • A new insight from one of the readings • A new insight gained as a result of a discussion in class

Each entry includes…

• An identification of the area(s) of performance with which you experimented • An explanation of why and how you implemented an idea, strategy, or tool gained from

the class • Formal or informal student data that resulted from this experiment • Adjustments you might make to use this idea, strategy, or tool again

The product, a compilation of your efforts to use the Knowledge Base on Teaching to inform your instructional decision-making, will be monitored by the instructor.

Developing and Nurturing a Growth Mindset

Over the course of at least eight weeks, candidates apply strategies for influencing students’ beliefs about their capacities to learn and achieve. Candidates will maintain weekly log entries and come to each session prepared to reflect on experimentation with colleagues.

A record of your efforts includes… • A description of the ways in which you implemented a variety of explicit and implicit

(Arenas) strategies for developing a Growth Mindset • A summary of:

o Why the collection of strategies was selected as a match for your students o Changes you are noticing in students’ actions, behaviors, motivations,

achievement, and/or efforts as a result of your cumulative work • A final reflection including

o What you have discovered about the impact of developing and nurturing a Growth Mindset

On students’ attributions for mistakes, obstacles, setbacks, and successes


On your instructional practices o What you plan to do to expand your efforts at developing and nurturing a Growth

Mindset

The final product, a collection of the weekly log entries and a final reflection, will be collected by the instructor.

Plan - Teach – Reflect Application Through this assignment, candidates will engage in the cycle of planning, teaching, and reflecting to effectively influence student motivation and learning. This cycle calls for aligning mastery objectives, implementing instructional strategies that match diverse learners, monitoring student progress toward these goals, and making adjustments based on student data.

Phase I: Planning (out-of-class) Write aligned mastery objective(s), criteria for success, and formative assessment tools for a lesson.

Phase II: Teaching (out-of-class) Teach Phase I incorporating strategies that match your learners.

Gather formative assessment data from the lesson (e.g., student work, video, photos, observation checklist).

Phase III: Reflecting and Responding (in-class)

A. Bring to class formative assessment data from the lesson (e.g., student work, video, photos, observation checklist).

B. Use Quick Sort and/or Criteria Analysis protocol to observe, find patterns, and hypothesize about root causes of not-yet performances.

C. Respond to student data through re-teaching, feedback, corrective actions, and/or extension.

Your planning includes…

• A well-written mastery objective • Well-written criteria for success • A formative assessment process that measures student progress in relation to the

objective • Alignment of the lesson’s mastery objective, criteria for success, and formative

assessment (content, thinking skill, rigor)

Your analysis includes… • A data display of student performance (Quick Sort or Criteria Analysis templates) • Identification of a pattern that shows a high-priority student-learning problem • Hypotheses about potential root causes of the student learning problem • A variety of ways to respond to student data (e.g., clarification of criteria, re-teaching

through an explanatory device, feedback, corrective actions, extension)

Evidence of your planning and your analysis will be collected by the instructor.


Cultural Proficiency Investigation Your instructor will prompt you to investigate four areas where you have the greatest influence on student motivation, learning, and achievement—instructional practices, curriculum, classroom climate, and school environment – in light of cultural proficiency. For each of the four areas, identify and record an example from one of the upward spiral dimensions and an example from one of the downward spiral dimensions from the Cultural Proficiency Continuum. Your instructor will communicate the structures for recording and reporting your findings (e.g., index cards, online posts, Word document). Bring your findings to class for small-group discussions.

Your investigation includes… • At least 2 examples from an examination of your instructional practices reflecting both

upward and downward spiral dimensions • At least 2 examples from an examination of your curriculum reflecting both upward

and downward spiral dimensions • At least 2 examples from an examination of your classroom climate reflecting both

upward and downward spiral dimensions • At least 2 examples from an examination of your school environment reflecting both

upward and downward spiral dimensions • The context of each finding • Your thinking behind the placement of each finding on the Cultural Proficiency

Continuum • A final reflection noting

o missed and actualized opportunities for affirming students’ cultural identities, and for teaching students to value people different from themselves

o specific biases that play a role in your students’ motivation, learning, and achievement

o the influence of teachers’ cultural proficiency—in the classroom and in the school—on student motivation, learning, and achievement

Certificates of Completion & Graduate Credit Participants may choose to complete the course for either 67.5 Professional Development Points (or your state’s equivalent) or 3 graduate credits. Course standards and expectations are the same for all participants whether one chooses to earn PDPs or graduate credit. Partial credit for partial completion will not be granted.

F. FIELD-BASED REQUIREMENTS:

See above criteria in assignments. G. EVALUATION OR GRADING POLICY:

Each assignment in this course reflects the course objectives we expect to be mastered. There are four assignments, each outlining clear criteria to illustrate demonstration of the objective. Assignments are considered complete when all criteria have been met. When assignments don’t yet meet standard, the instructor works with the candidate in a timely manner until criteria are met. If a candidate does not submit revisions by posted due dates, an Incomplete will be designated.

Research for Better Teaching, Inc. One Acton Place, Acton, MA 01720 978-263-9449 www.RBTeach.com

Students earn a final grade of either A, 0.0, or Incomplete. The university will convert an Incomplete to a O.0upon course closure. Course completion will be confirmed when both attendance and assignment requirements are fulfilled.

FITCHBURG STATE UNIVERSITY GRADUATE GRADING SYSTEM

4.0 95 - 100 A 3.7 92 - 94 A- 3.5 89 - 91 A-/B+ 3.3 86 - 88 B+ 3.0 83 - 85 B 2.7 80 - 82 B- 2.5 77 - 79 B-/C+ 2.3 74 - 76 C+ 2.0 71 - 73 C 0.0 0 - 70 F W Withdrawn IN Incomplete IP In-Progress

H. COURSE CONTENT/TOPICAL OUTLINE

Day Topic Readings Assignment Due Date

1 The Knowledge Base on Teaching

The Skillful Teacher (TST), Preface and Chapter 1: “Introduction”

Experiment Log Entry 1: due Day 2 Entry 2: due Day 3 Entry 3: due Day 4 Entry 4: due Day 5

2 Beliefs & Expectations

Instructor choice from at least one of the following:

TST Chapter 2: Teacher Beliefs; Chapter 12: Expectations

Bronson, P. “How Not To Talk To Your Kids.”

Developing and Nurturing a Growth Mindset

Collection of weekly log entries: due each session Final Write-up: due Day 6


Dweck, C. “Even Geniuses Work Hard.” Dweck, C. “You Can Grow Your Intelligence.” Coyle, D. Excerpt from, The Talent Code.

3 Cultural Proficiency


Spiegel, A. “Struggle for Smarts: How Eastern and Western Cultures Tackle Learning.” Five Principles of Culturally Proficient Leadership Husband, T. “Why Can’t Jamal Read.” Jensen, E. “How Poverty Affects Classroom Engagement.”

Payne, R. “Nine Powerful Practices.”

Villegas, A. M. and Lucas, T. “The Culturally Responsive Teacher.”

Cultural Proficiency Investigation

Examples from Class Climate: due Day 4

Examples from Instruction: due Day 4 Examples from Curriculum: due Day 5

Examples from School Environment: due Day 5

Final Reflection: due Day 6

4 Planning Instructor choice from at least one of the following:

TST, Chapter 16: Objectives and Chapter 17: Planning Hockett, J. and Doubet, L. “Turning on the Lights: What Pre-Assessment Can Do.” Pendergrass, E. “Differentiation: It Starts with Pre-Assessment.”

Plan – Teach – Reflect Application

Phases I & II (Planning and Teaching): due Day 5

5 Teaching, with Clarity

TST, Chapter 9: Clarity, pp.161 - 184

Levy, S. “The End of the Never-Ending Line.”


Transition between Phases II and III, and used for root cause analysis


and next steps in Phase III; due Day 6

6 Assessing, & Adjusting


TST, Chapter 9: Clarity, pp. 190 – 204 and Chapter 19: Assessment Chappuis, J. “Helping Students Understand Assessment.”

Chappuis, J. “How Am I Doing?”

Chappuis, S. and Chappuis, J. “The Best Value in Formative Assessment.” Leahy, S., et al. “Classroom Assessment: Minute by Minute, Day by Day.”

Pillars, W. “What Neuroscience Tells Us About Deepening Learning.” Reinhart, S. “Never Say Anything a Kid Can Say.” Ritchhart, R. and Perkins, D. “Making Thinking Visible.” West, L., and Cameron, A. “Turn and Talk: One Powerful Practice, So Many Uses.” Guskey, T. “The Rest of the Story.” Wiggins, G. “Seven Keys to Effective Feedback.”


Phase III (Reflecting and Responding): due Day 6

I. READING AND RESOURCES

Bronson, P. “How Not To Talk to Your Kids.” New York, August 3, 2007.

Dweck, C. “Even Geniuses Work Hard.” Educational Leadership, vol. 8, no. 1, September 2010, 16-


20.

Dweck, C. “You Can Grow Your Intelligence: New Research Shows the Brain Can Be Developed Like a Muscle.” (Health and Science News, Winter, 2008).

Marshall Memo 518, January 6, 2014, about Daniel Coyle’s book, The Talent Code.

Spiegel, A. “Struggle for Smarts: How Eastern and Western Cultures Tackle Learning.” National Public Radio, November 12, 2012.

Five Principles of Culturally Proficient Leadership

Husband, T. “Why Can’t Jamal Read?” Phi Delta Kappan, vol. 93, no. 5, February 2012, 23-27.

Jensen, E. “How Poverty Affects Classroom Engagement.” Educational Leadership, vol. 70, no. 8, May 2013, 24-30.

Payne, R. “Nine Powerful Practices.” Educational Leadership, vol. 65, no. 7, April 2008, 48-52.

Villegas, A. M., and Lucas, T. “The Culturally Responsive Teacher.” Educational Leadership, vol. 64, no. 6, March 2007, 28-33.

Levy, S. “The End of the Never-ending Line.” Educational Leadership, vol. 56, no. 6, March 1999, 74-77.

Chappuis, J. “Helping Students Understand Assessment.” Educational Leadership, vol. 63, no. 3, November 2005, 39-43.

Chappuis, J. “How Am I Doing?” Educational Leadership, vol. 70, no. 1, September 2012, 36- 41.

Chappuis, S., and Chappuis, J. “The Best Value in Formative Assessment.” Educational Leadership, vol. 65, no. 4, December 2007/January 2008, 14- 18.

Guskey, T. R. “The Rest of the Story.” Educational Leadership, vol. 65, no. 4, December 2007/ January 2008, 28-35.

Hockett, J., and Doubet, L. “Turning on the Lights: What Pre- Assessment Can Do.” Educational Leadership, vol. 71, no. 4, December 2013/January 2014, 50- 54.

Leahy, S., et al. “Classroom Assessment: Minute By Minute, Day By Day.” Educational Leadership, vol. 63, no. 3, November 2005, 19- 24.

Pendergrass, E. “Differentiation: It Starts with Pre-Assessment.” Educational Leadership, vol. 71, no. 4, December 2013/January 2014.

Pillars, W. “What Neuroscience Tells Us About Deepening Learning.” Education Week Teacher, March 27, 2012.

Ritchhart, R., and Perkins, D. “Making Thinking Visible.” Educational Leadership, vol. 65, no. 5,


February 2008, 57-61.

West, L., and Cameron, A. “Turn and Talk: One Powerful Practice, So Many Uses.” www. lucywestpd.com, March 2011.

Wiggins, G. “Seven Keys to Effective Feedback.” Educational Leadership, vol. 70, no. 1, September 2012, 10-16.

Reinhart, S. “Never Say Anything A Kid Can Say.” Mathematics Teaching in the Middle School, vol. 5, no. 8, April 2008, 478-483.

• www.ascd.org • www.elephantjournal.com • www.montgomeryschoolsmd.org • www.npr.org • www.nyengage.edu • www.rbteach.com

• www.splcenter.org • www.teachingchannel.org • www.teachingtolerance.org • www.ted.com • www.youtube.com

Fitchburg State University encourages all Extended Campus students to take advantage of our online student services. We have created a “virtual student center” just for you. Here you will find access to Counseling Services, Career Services, The Student Activity Center, the university bookstore and many other helpful links. You can access our student center by going to the university homepage at http://www.fitchburgstate.edu and clicking on Offices and Services. Scroll down and click on Extended Campus Center. You will find links to Library Services, our Virtual Student Center and other important information.

FITCHBURG STATE UNIVERSITY

DISTANCE LEARNING & EXTENDED CAMPUS LIBRARY SERVICES The Gallucci-Cirio Library at Fitchburg State University provides a full range of library services including borrowing privileges; document delivery (books and articles mailed to your home); Interlibrary Loan; reference assistance via: phone, email, IM, Blackboard’s Collaboration and Elluminate tools, Skype and in-person; library instruction; research help and more. Any questions relating to library services should be directed to the Linda LeBlanc, Access Services Librarian, at 978-665-3062 or [email protected]. There is also a special section for Distance Learning and Extended Campus Services at http://fitchburgstate.libguides.com/dlservices outlining the wide range of services available to you and how to access them. Students who are currently registered with the university may access any of the library’s subscription databases, including an increasing number with full-text, by visiting the Gallucci-Cirio Library’s homepage at http://www.fitchburgstate.edu/academics/library and clicking on the Research Databases button in the center of the page. Select the resource you want to access from the alphabetical or subject listing. Once you click on the database title you will be prompted for your Falcon Key logon information; this is the same logon you will use for your Fitchburg State email account and if you have any online

Blackboard courses. If you do not know your Falcon Key username and password or if you have any


problems logging in, contact the university’s Technology Help Desk at 978-665-4500 or [email protected]. The Library can issue you a temporary guest Falcon Key to use while the Technology Department is setting up your account: contact us at 978-665-3062 or [email protected] All registered Fitchburg State University students are eligible for a Fitchburg State University OneCard ID which also serves as his/her library card. If you have not received your OneCard yet, you can still access all of our online services as long as you have activated your library account. Activate your library account online at http://www.fitchburgstate.edu/librarycf/cardrequest.cfm or in person at the Circulation Desk. After activation by the Gallucci-Cirio Library and receipt of your OneCard, students may also use any Massachusetts State College/University Library as well as participating libraries in the Academic and Research Collaborative (ARC) during the current semester. OneCards are available on campus all year round. Students wanting a OneCard must either complete the online Extended Campus OneCard request form http://web.fitchburgstate.edu/technology/onecard/photoless/index.cfm or present a course registration confirmation at the OneCard Office in the Anthony Building, main campus. Please call 978-665-3039 for available times or if you have any questions about your OneCard. UNIVERSITY AND EDUCATION UNIT POLICIES Policy on Disability Disability Services is the primary support system for students with disabilities taking classes in the day and evening divisions. The office is located on the third floor of the Hammond Building and can be reached at 978-665-4020 (voice/relay). If you need course adaptations or accommodations because of a disability, if you have emergency medication information, or if you need special arrangements in case the building must be evacuated, please make an appointment at the beginning of the course to talk with me. It is important that the issues relating to disabilities be discussed with me as soon as possible. Attendance and Participation 1. As an emerging professional, you are expected to attend every class session, to be on time, and to

communicate with the instructor regarding any absences. Absences and tardiness may result in a permanent grade change. Attendance at all pre-practicum sessions is mandatory.

2. Participation in class discussions and cooperative groups is expected. All candidates are responsible for meeting required deadlines on projects and assignments; your ability to complete tasks in a timely fashion demonstrates professional maturity and an ability to organize and manage time. Completion of assigned reading is imperative to your individual development as a professional.

3. All of these behaviors regarding attendance, preparation, and meeting deadlines are critical for successful teaching and thus are factored into the final grade.

Education Unit Computer Literacy Requirement All assignments must be typed, doubled-spaced, and use APA format when appropriate. Refer to Internet Resources for Writing on the Fitchburg State University website for assistance.


You are expected to use word processing for all assignments (unless otherwise instructed). [If your course has other requirements list those also, e.g., ‘You are expected to use e-mail for dialogues with other class members, to examine the use of software in the field, and to use the Internet to obtain information, ideas and resources.’] Cellular Telephones and Other Devices Kindly turn-off cellular telephones during class time and field experiences and place them in book bags or purses. Please no texting in class. It reflects negatively upon you as a developing professional. Once class begins and if use of the laptop is not required, all laptops should be closed during class time so that your full attention can be focused on your colleagues and the discussion or lecture in progress. If you prefer to take class notes on your laptop, please inform the instructor. You are on your honor to be focused on note taking and not on e-mail, Facebook or other technological enterprise not germane to the class in progress. Thank you in advance for your consideration of colleagues and students. Grade Appeal If you disagree with the evaluation of your work or believe an improper grade has been assigned, an appeal may be followed. Please discuss the matter with the instructor and refer to the Fitchburg State University Grade Appeal Policy in your Student Handbook located: athttp://www.fitchburgstate.edu/uploads/files/EducationUnit_NCATE/Standard2/narrative/Student_Handbook_Web_1213.pdf Academic Integrity Policy The faculty in the Education Unit at Fitchburg State University that work submitted in fulfillment of course requirements will be solely that of the individual candidate and all other sources will be cited appropriately. University Academic Integrity Policy, as outlined in the University Catalogue, will be strictly adhered to. Copyright Policy You are reminded that, in preparing handouts for peers or the instructor, reproduction of copyrighted material without permission of the copyright owner is illegal. Such unauthorized copying may violate the rights of the author or publisher. Fitchburg State University adheres to federal laws regarding use of copyrighted materials. See the Electronic Use of Copyrighted Materials on the Fitchburg State University website for more details. Revised May 9, 2013 For Education Courses

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