web viewexploratory. students will observe in schools, tutor students and assist teachers or other...

Ohio Board of Regents LSProgram Review and Development

30 East Broad St., 36 FL Columbus, OH 43215 http://www.ohiohighered.org/education-programs

[email protected]

Middle Childhood: Undergraduate and Post Baccalaureate

FORM A: TEACHER PREPARATION PROGRAM[Proposal for Middle Childhood]

There are three common reasons why FORM A is required by the Ohio Board of Regents: 1. to offer a NEW teacher preparation program in Ohio, 2. to bring a program out of DORMANCY, 3. to respond to an OBR request due to issues with the program, and4. when a program is not approved by a Specialized Professional Association and the

institution needs state program approval.

NOTE: The Office of Academic Quality Assurance, Ohio Board of Regents, supports The Lumina Foundation’s important work defining the types of knowledge appropriate within Associate, Bachelor and Graduate level courses and programs. Please refer to the Foundation’s Degree Qualifications Profile (report pages 1 through 17) paying special attention to the Broad, Integrative Knowledge and Applied Learning areas. Note the differences between undergraduate and graduate program “knowledge” expectations as you conceptualize and create the program being proposed.

http://www.luminafoundation.org/publications/The_Degree_Qualifications_Profile.pdf

General Directions

We require the Dean or Director of the unit to electronically submit FORM A and the NEW: CURRICULUM MAP from her/his direct email account to [email protected].

If you are submitting scanned attachments, please clearly identify the attachment item by section name.

The fee for new program review ($1,000.00for non-public institutions) is to be mailed when your new program proposal is sent. The review will not begin until all fees are received. Checks should be made out to the Ohio Board of Regents, AQA. On the envelope, please add ATTENTION: Corey Posey.

http://www.luminafoundation.org/publications/The_Degree_Qualifications_Profile.pdf

Middle Childhood Licensure Program

Questions about the proposal process may be directed to [email protected]

SECTION 1: GENERAL INFORMATIONDate of Submission August 13, 2012

Name of Institution Lake Erie College

Dean or Director’s Name Dale Sheptak

Dean or Director’s Email [email protected].

Person Submitting Program Carol P. Ramsay, Ed.D [email protected] and Assessment Coordinator

Person with administrative authority for this program, if not submitter

Dale Sheptak

Program Administrator’s phone number and email 440-375-7368 [email protected] month and year do you expect the proposed program will begin?

Program in progress

Proposed Program Name Middle Childhood Education

License Code #(License Types and Teaching Field Codes)

62-Middle Childhood (4-9)050150-Language Arts and Reading (4-9)110100-Mathematics130102-Science (4-9)150003-Social Studies (4-9)

If this licensure program sits within a degree, what degree program?

Bachelor of Arts

Program Level

x Baccalaureate

x Post-Baccalaureate [courses are at bachelor level]

Post-Baccalaureate [courses are at graduate level]

Graduate

SECTION 2: CANDIDATE QUALITY AND SUCCESSCriteria for Program Admittance

(provide info for criteria you will use)

Have you set a score for

acceptance into the program? Y/N?

If so, what score?

ACT YES Composite-22; Math-20; Reading-21; Writing-21

SAT YES Combined Reading and Math 1030

FORM A: DRAFT.TeacherPrep.Program Proposal.6.15.12 2


MAT NO NA

GRE NO NA

Admittance GPA (when?)

YES Admission to the Education Program requires a GPA of 2.7 and completion of all requirements for Gate A, http://www.lec.edu.teac/ Teacher Education Handbook (2011) 25.

GPA end of Year 1 YES 2.7

Praxis 1 YES Reading-173; Writing-172; Mathematics-172

ACTFUL, or OPI NO NA

Additional criteria? Please describe:

YES In addition to the above, students must apply to the program. Their application must provide evidence of passing EDC 201, Foundations of Education and EDC 225 Voices of Diversity with a grade of B- or better.

If your unit will accept candidates into the program on “conditional” status, please describe the system you have in place to support and monitor these candidates throughout the program.

Students are not accepted into the teacher preparation programs on conditional status.

Advising Candidates out of the ProgramIdentify the criteria that are established to counsel or remove candidates out of the program.

Students meet with their advisors each semester and review their progress through the program. If the advisor find issues that would be problematic for the student, s/he will advise them to seek other majors and/or delay entrance until all criteria are met. At the conclusion of each semester, faculty together do a final review of the candidate and letters are sent to students from the Dean that indicate whether they may continue in the program or are dismissed. Provide the name and title of the Americans With Disability Act (ADA) contact for this proposed program. What accommodations are available to students who need them?Dr. John Spiesman, Director of the Student Success Center. Additional information regarding the work of the Center, ADA compliance and accommodations can be found at http://www.lec.edu/studentsuccesscenter.

What is your expected enrollment for the proposed program?


http://www.lec.edu/studentsuccesscenter

http://www.lec.edu.teac/


Year One Year Two Year Three

The Middle Childhood Program is an ongoing program, not a proposed program. It generally enrolls about 5 new students each year.



SECTION 3: SYLLABI AND FACULTY INFO

Provide syllabi as scanned attachments. Syllabi must include: Course description as listed in the catalog. Course learning outcomes, name(s) of faculty teaching the course, course schedule,

assignments, attendance policies, pre-requisites (if any), required books and other resource materials [hard copy and/or electronic], grading policies, other policies, and relevant institutional resources.

Syllabi of Education Program Coursework for Middle Childhood Licensure are presented in Attachment A of this report. Syllabi attached are from the 2011-2012 academic yearly. Syllabi for the 2012-2013 academic year will be bound and available for review at the time of the OBR visit.

Provide vita for all faculty as scanned attachments.

Resumes of all faculty are presented in Attachment B of this report. Resumes of all faculty teaching between Fall 2010-Fall 2012 are presented in Attachment B of this report.

Faculty Ranks/Titles Provide your best estimate -- How many within each of the following ranks/titles will be involved in a teaching/ supervisory role within the proposed program?

First Year Second Year Third Year

Full professor 0 0 0

Associate professor 2 2 1

Assistant Professor 1 1 1

Instructor 1 1 1

Adjunct (or part time) faculty 1 1

Other, please specify

Higher Ed Clinical Faculty [higher education faculty who primarily work within school

4



districts with candidates]

PK-12 Clinical Faculty [PK-12 teachers granted clinical faculty status by an institution of higher education]

4

SECTION 4: WHERE/HOW WILL THIS PROGRAM BE OFFERED?

Locations and Types Check all that apply

On-ground, Main CampusLake Erie College main campus391 W. Washington StreetPainesville, Ohio 44077

Online [an online program is one in which most (80+%) of the content is delivered online, typically without face-to-face meetings]

NA

Hybrid/blended [a hybrid/blended program is one that blends online and face-to-face modes, with content also delivered online]

NA

Flexible or accelerated program [a flexible or accelerated program includes courses that do not meet during the institution’s regular academic term or courses that meet during the regular academic term but are offered in a substantially different timeline than a traditional fixed number of sessions.]

NA

On ground, other than Main Campus [include regional campuses and all other locations in Ohio or elsewhere]. Add more boxes, if needed.

SITE NAME Address, City and State

N/A



Other. Explain:

SECTION 5: FIELD EXPERIENCES AND CLINICAL PRACTICE

Field experiences and clinical practice start when a candidate is admitted into the proposed education program and are grouped into three types: 1) initial/early field experiences, 2) more intensive field experiences and 3) Clinical Practice/Student Teaching. These experiences are to be aligned with the Ohio Standards for the Teaching Profession. Each grouping addresses minimum requirements.

For the purpose of this Program Review, OBR follows the definition for Clinical Practice and Field Experiences as found in the NCATE Glossary:

Clinical Practice. Student teaching or internships that provide candidates with an intensive and extensive culminating activity. Candidates are immersed in the learning community and are provided opportunities to develop and demonstrate competence in the professional roles for which they are preparing. http://www.ncate.org/Standards/NCATEUnitStandards/NCATEGlossary/tabid/477/Default.aspx#F

Field Experiences. A variety of early and ongoing field-based opportunities in which candidates may observe, assist, tutor, instruct, and/or conduct research. Field experiences may occur in off-campus settings such as schools, community centers, or homeless shelters. http://www.ncate.org/Standards/NCATEUnitStandards/NCATEGlossary/tabid/477/Default.aspx#F

1) Initial/Early Field Experiences

1. Observations2. Supervised experiences3. Method of earning hours (embedded, course base)4. Documentation of candidate performance by university supervisors, and/or P12 teachers5. Explain benchmarks or gateways

Describe how the proposed program will meet these minimum expectations and indicate what if any, additional initial field experiences will be included.Describe how the proposed program will meet these minimum expectations and indicate what if any, additional initial field experiences will be included.

Students completing Gate A and receiving provisional acceptance to the Teacher Preparation Program at Lake Erie College are eligible to take EDP 312, Field Experience I for 2 semester hours credit. Catalog description of EDP 312 is: The initial clinical hours of this experience are exploratory. Students will observe in schools, tutor students and assist teachers or other school personnel. They will become aware of the sociological environment of the school, center or agency as it interrelates to communities and families. Students should attend



school/community events and participate as permitted. The remaining hours of the experience are focused and students will demonstrate appropriate developmental instructional methods and strategies for teaching across the curriculum. The prerequisite to this course is EDC 201 Foundations of Education. Students are assigned a campus supervisor who supports them throughout the experience with visits to the school, observations of lessons taught, and by conducting on campus seminars for instructional purposes. Students are required to spend 75-100 clock hours in the field experience. Both cooperating teachers (P-12) and campus supervisors evaluate lessons taught using the LEC evaluation form. Data collected is utilized in decision making regarding program improvement. For further information regarding Field Experience I see the student field handbook http://www.lec.edu/teac/

2) More Intensive Field Experiences

1. All experiences are supervised2. Experiences during methods block should be at least 60 hours.3. Additional hours should range between 10-30 hours.4. Must include documentation of how hours were earned.5. Documentation of candidate performance by university supervisors and P12 teachers6. Documentation that experiences are within the reading core, including AYA and multi-

age programs.Describe how the proposed program will meet these minimum expectations and indicate what if any, additional initial field experiences will be included. Describe how the proposed program will meet these minimum expectations and indicate what if any, additional initial field experiences will be included. Students successfully completing EDP 312, Field I may enroll in EDP 412, Field Experience II. The catalog description for EDP 412 is: This field is an intensive experience through which students will demonstrate their abilities to plan and execute lessons in social studies, science, reading, language arts, mathematics, health and fine arts. They will demonstrate the use of technology in teaching and learning episodes. Students should be given the opportunity to practice in inclusive clinical settings that reflect culturally, linguistically and academically diverse systems. Students are assigned a campus supervisor who supports them throughout the experience with visits to the school, observations of lessons taught, and by conducting on campus seminars for instructional purposes. Students are required to spend 75 clock hours in the field experience. Both cooperating teachers (P-12) and campus supervisors evaluate lessons taught using the LEC evaluation form. Data collected is utilized in decision making regarding program improvement. For further information regarding Field Experience II see the student field handbook http://www.lec.edu/teac/

3) Clinical Practice/Student Teaching

1. All experiences are supervised2. Minimum of twelve weeks, including at least four consecutive weeks of full-time teaching

responsibility (planning, implementing, learning, activities, assessments)3. Includes a minimum of three face-to face observations by university supervisors using

Ohio Standards for the Teaching profession assessments reflecting on the cycle.4. Documentation of 3 observations of candidate performance by university supervisors

and cooperating teachers.


http://www.lec.edu/teac/

http://www.lec.edu/teac/


5. Additional specific assessments determined by the proposed program (action research, case study, teacher work samples)

Describe how the proposed program will meet these minimum expectations and indicate what if any, additional initial field experiences will be included.

Teacher candidates enroll in clinical practice in their final semester. They are required to spend 15 weeks in an appropriate setting according to their licensure area. Candidates are placed with cooperating teachers assigned by the school district with collaboration from the Lake Erie College Field Director. Although candidates may vary in their readiness to take on the entire classroom responsibilities, they begin by teaching one or two areas/courses and building until they are teaching the full load no later than the fourth week of their experience. The candidate continues teaching the full load until the end of the semester. Campus supervisors and cooperating teachers use the same criteria for evaluating performance. Campus supervisors make a minimum of 8 visits and complete 8 evaluations. Cooperating teachers also conduct 8 evaluations. Campus supervisors assist students in understanding the expectations of the Teacher Performance Assessment which includes action research, case study, and teacher

Field Experiences and Clinical Practice Hours Must have 100 hours during these

two areasInitial/Early Field

ExperiencesMore Intensive

Field ExperiencesClinical

Practice/Student Teaching [12 wks]

PROVIDE THE ACTUAL NUMBER OF HOURS IN THESE TWO TYPES

OF FIELD EXPERIENCES

75-100 75

INDICATE WITH A CHECKMARK WHETHER THE TOPICS BELOW ARE ADDRESSED WITHIN ANY

OR ALL OF THE THREE CATEGORIES OF FIELD

EXPERIENCES AND CLINICAL PRACTICE COLUMNS

Academic Language Aligning Content Standards & Instruction

Assessing Student Learning Classroom and School Diversity Classroom Management Content Methods English Language Learners Learner Growth and Development Lesson Planning Professional Growth Reading Instruction Subject Specific Pedagogy



Technology Instruction/Integration

Qualifications of Mentor TeachersHow does the proposed program ensure that all candidates have qualified and diverse clinical educators, coaches and mentors during field experiences and clinical practice? Explain the criteria you use [in addition to these minimum requirements: three years of successful teaching focused in the field and the recommendation and/or approval by a building administrator] to ensure mentors are well prepared.Lake Erie College submits requests for mentor teachers to the school districts. Usually one person in the district offices is designated to work with Colleges and University in placing students. Our expectations include: highly qualified, Master’s Degree, successfully completed the requisite number of years in Middle Grades. Lake Erie College offers an orientation for all mentor teachers at the beginning of the semester and a wrap-up session at the conclusion of the semester. Campus supervisors who are well acquainted with the expectations of the program make frequent visits and are available “on-call” should problems arise. Lake Erie College employs a full time faculty member as Field Director who interacts with the community and is responsible to work with the schools to place students in appropriate places in both public and approved private schools. In addition to that, Lake Erie College employs a full time faculty member to oversee the campus supervisors, oversee implementation of the Teacher Performance Assessment (TPA), guide the seminar curriculum, work with students in the field, and connect with teachers and administrators.

Student Teaching PlacementsHow are student teachers placed? Describe the criteria you will use when selecting a school district and your criteria for selecting cooperating teachers. Lake Erie College employs a full time faculty member as Field Director who interacts with the community and is responsible to work with the schools to place students in appropriate placements in both public and approved private schools. In addition the field director oversees the campus supervisors, plans orientation and professional development for cooperating teachers and campus supervisors, oversees implementation of the Teacher Performance Assessment (TPA), guides the seminar curriculum, works with students in the field, and connects with teachers and administrators.

Lake Erie College submits requests for mentor teachers to the school districts. Usually one administrator in the district offices is designated to work with Colleges and University in placing students. Our expectations for cooperating teachers include: highly qualified teachers with a Master’s Degree and appropriate licensure and those who have successfully completed the requisite number of years in Middle Grades.

LEC provides opportunities for students to work in a variety of schools. The College is located in Lake County which includes populations that are diverse ethnically, culturally, racially, economically, and socially. The schools reflect this diversity offering LEC students a wide variety of classroom environments. In addition to Lake County LEC also places students in Ashtabula, Geauga, and parts of Cuyahoga County. These counties also reflect a wide variety of families from all socio-economic levels.



Attachment AMiddle Childhood Course Syllabi



Lake Erie CollegeEducation Department

Course Syllabus

Department and Course #: EDC 201Course Title: Foundations of EducationCourse Meeting Times: Mon/Wed/Fri 1:00-1:50Academic Term: FALL 2011Academic Division: Education Office Phone: 440-375-7376

Instructor: Professor Matthew TheisenClassroom: Garfield Center B21Office Location: Garfield Center Office A9

Email: [email protected] Hours: Mon/Wed: 9:30-11:30 AM

Tues/Thurs 2:00-3:00 PM

“Perfection is not attainable, but if we chase perfection we can catch excellence.”

-Vince Lombardi

Course Description: This course explores historical, philosophical, and sociological foundations of education. Students will critically examine issues in education, past and present, while developing specific, enhanced qualities that will serve them as future educators. The course will use the community as a classroom by utilizing area educators as guest speakers.

Course Sequence:EDC 201 is required of all Education Majors and is an introductory level class. Successful completion of the class with a grade of “C” or better is required for admittance to the Education Program at Lake Erie College.

LEARNING OBJECTIVES

Learning as Knowledge

The student will:

Demonstrate knowledge of the historical and philosophical foundations of education Discuss social, political, economic, and legal issues that shape and influence education Compare and contrast varying educational philosophies, teaching methods, and learner

styles Identify contributions of major theorists and how they shaped public education

Learning as Process

11 | P a g e

mailto:[email protected]


The student will: Demonstrate an understanding of the material studied through assignments, class

discussions, and class presentations. Develop and compose a personal philosophy of education for inclusion in interview

portfolio

Dispositions

The student will: Evaluate one’s own abilities and attitudes and how they may predict success in the

educational profession Reflect upon the expectations and demands of the teaching profession , including

punctuality, attendance, flexibility, confidentiality, integrity, cooperation, initiative, and professional appearance and demeanor.

Comprehend and display the Education Department’s dispositions

Tentative Academic Schedule

Date Lecture Topics – Reading assignments are expected to be done for the following week’s classes!

Week 1 – Aug. 22 Review syllabusGrading criteria Requirements – Attendance, Late Work Plagiarism hand-out Explain concept of “essential question” and Socratic seminar styleAssignment: Assign AutobiographyPass out Education Department Handbooks- Review handbooks and program requirements.

Week 2 - Aug. 29 Topic : World Roots of Education

ASSIGNMENT: Chapter 3 Ornstein pp 56-91 Assign Famous Educator Research Paper and PresentationAutobiography paper due

Week 3 – Sept. 5 Monday – Labor Day – NO CLASS

Topic: Pioneers in EducationASSIGNMENT: Chapter 4 Ornstein pp 96-124 Reminder: Famous Educator Paper and Presentations due next week

Week 4 – Sept. 12 All Week: Famous Educator PresentationsWeek 5 – Sept. 19 Topic: American Education part I

Wednesday – Guest SpeakerFriday-1 page reflection paper due on speaker presentationASSIGNMENT: Chapter 5 Ornstein pp 127-162

Week 6 - Sept. 26 Topic: American Education part IIReading: Chapter 5 Ornstein pp127-162

Week 7 - Oct. 3 Monday: Review for midterm exam

12 | P a g e


Wednesday: Guest SpeakerFriday : Midterm Exam 150 points 1 page reflection paper due on speaker presentation

Week 8 – Oct. 10 Topic: Philosophical Foundations part IASSIGNMENT: Chapter 6 Ornstein pp165-203Assign Group PresentationsFriday: Fall Break

Week 9 – Oct. 17 Topic: Philosophical Foundations part IIMonday: Guest Speaker Wednesday and Friday: Group Presentations DueASSIGNMENTS: 1 page reflection paper on speaker due on Wednesday Assign Personal Philosophy of Education Paper 3-5 pages

Week 10 – Oct. 24 Topic: Governance/AdministrationMonday: Guest SpeakerASSIGNMENTS: Chapter 7 Ornstein pp. 208-234 1 page reflection paper on speaker presentation due on Weds.Reminder: Personal Philosophy of Education Paper due on Monday

Week 11 – Oct. 31 Topic: Financing Public EducationMonday: Guest SpeakerASSIGNMENTS: Chapter 8 Ornstein pp235-258 1 page reflection paper on speaker due on Wednesday

Week 12 – Nov. 7 Topic: Legal Aspects part ISenate Bill 153 Hand-outWednesday : Guest SpeakerASSIGNMENTS: Chapter 9 Ornstein pp 259-301 1 page reflection paper on speaker due on Friday

Week 13 – Nov 14 Topic: Legal Aspects part IIRecent Education Court Case Hearings and Rulings Hand-outMonday: Final Guest SpeakerAssignments: Final Reflection Paper on speaker due on Weds..

Week 14 - Nov 21 Monday : Observe LEAD classroomWednesday and Friday: Thanksgiving Break

Week 15 - Nov 28 Monday: Live Skype w/ Guest Educator in Dhaka, BangladeshFinal exam study guide and reviewFriday: Last Day of Class-view sample portfolios

Week 16 - Dec 5 Final Exam: 1:00 -3:00pm

INSTRUCTIONAL PROCEDURES

Including but not limited to: Lectures Demonstrations Student Presentations Guest Speakers

13 | P a g e


REQUIRED TEXT

Ornstein, A.C., and D.U. Levine. (2011) Foundations of Education. 11th ed. Boston: Houghton Mifflin

FERPA: Please be aware that due to the “Family Educational Rights and Privacy Act” (FERPA) of 1974 your professor may NOT discuss with your parents any information related to your grades, classroom performance or personal conduct at LEC. If you WISH us to be able to discuss your personal performance in this class with your parents or guardian, you must sign a specific FERPA RELEASE. This may be DIFFERENT from any release form signed related to sports activities on campus. Please discuss issues related to FERPA or FERPA RELEASES with the Registrar.

DISABILITY STATEMENTThe disability statement that is printed in the Lake Erie College Catalog is applicable to this course. It is the responsibility of the student to seek assistance at the college and to make his/her needs known to Dr. Spiesman, the Director of the Student Success Center (375-7426). The Student Success Center offers both peer and/or professional tutoring in all course/subject areas, as well as assistance in improving personal academic performance. The instructor will assist with accommodations when reasonable and necessary. Instructors are not required to compromise essential elements of the course or the evaluation standards.

ACADEMIC SERVICESThe Lake Erie College Learning Center serves as a focal point, within the academic community, for the creation and promotion of an enriched learning environment where all students have an opportunity to fulfill their academic potential. The Learning Center is coordinated through the Office of Academic Services. The following are some of the services available for students at Lake Erie College:

Pre/post admission counseling Registration support Academic advising and monitoring Readers, Scribes and / or test proctors Assistance in connecting with community agencies Subject specific tutorial service

Lake Erie College has developed policies concerning students with disabilities. Lake Erie College will:

Conform to the applicable federal, state and college / university policies, regulations and definitions regarding students with disabilities,

Provide services that comply with external and internal policies and laws to qualified students through the services of the Learning Center.

Uphold academic standards in the context of these policies and services. Commit its departments and faculty to making reasonable modifications of programs and

courses for students with disabilities. Require students to provide or cooperate in providing necessary documentation in order to be

eligible to receive services. Assist qualified students with disabilities in obtaining reasonable accommodations.

14 | P a g e


Maintain legally appropriate confidentiality for students with disabilities.

Additional questions related to disability coordination or tutorial services should be directed to the Coordinator, Academic Services.

GRADING CRITERIA

Attendance: Students are expected to be in class. Excused absences require a note from a doctor for illness or injury only. For every two (2) UNEXCUSED absences your grade will drop by one letter grade.

Late assignments will not be accepted. Exams must be completed on the scheduled day and time. No cell phones in class.

Grading System

Letter Grade Percentage Points Letter GradeA 93-100 4.00 ExcellentA- 90-92 3.70B+ 88-89 3.30B 83-87 3.00 GoodB- 80-82 2.70C+ 78-79 2.30C 73-77 2.00 SatisfactoryC- 70-72 1.70D+ 68-69 1.30D 63-67 1.00 PassingD- 60-62 0.70F <60 0.00 FailingI* 0.00 IncompleteWP Withdrew PassingWF Withdrew FailingExpectations for classroom conduct: It is this professor’s goal to make the classroom an environment where students can flourish. Gossiping and interpersonal disputes will not be tolerated. A positive attitude includes a willingness to learn and try new ideas, participation in class discussions and question and answer periods, as well as a consistent work ethic shown steadily throughout the semester. It is expected that respect will be shown towards the all instructors, horses, and fellow students. Students shall not engage in inappropriate verbal, physical or psychological contact or confrontation with another

15 | P a g e

Class Component PointsAutobiography Paper 25Famous Educator Research Paper 50Famous Educator Presentation 50Midterm Exam 100Educational Philosophies Group Presentations 507 One Page Reflection Papers 140 (20 points each)Participation 25Final Exam 150TOTAL POSSIBLE 590


students or college employees, including through the use of social media systems. Students shall not engage in unprofessional conduct found to be offensive or detrimental to the individual, the college or other students. If disrespect is shown in any sphere, the student will be dismissed from the instructional environment for the day.

Disruptive Behavior: It is the obligation of the student to conduct him/herself in a manner that does not disrupt or interfere with the conduct of this class. Student behavior in the classroom shall be conducive to the teaching and learning process for all concerned. Any student whose conduct adversely affects the learning environment in this classroom will be asked to change his/her behavior. If that student continues to be disruptive, he/she will be asked to leave the classroom. Further disruption of the class may result in the student being expelled from the course.

Electronic devices: All cell phones must be silenced or left out of the classroom environment. Texting, reading text messages, checking emails, FaceBook or Twittering or other use of social media during class is viewed by your professor as an act of disrespect during class and will result in immediate expulsion from the classroom for that day. Laptop computers are welcome in the classroom as long as their use is not disruptive to the instructional environment and your classmates around you. Computer use is RESTRICTED to the topic of discussion at the time. Reading emails, checking FaceBook, Twittering, playing games or otherwise occupying yourself on your computer with concerns NOT under current discussion is viewed by your professor as an act of disrespect during class and will result in immediate expulsion from the classroom for that day.

ACADEMIC DISHONESTYAny act of academic dishonesty, plagiarism or cheating by students seriously impugns the integrity of the College and is unacceptable. Some examples of plagiarism include, but are not limited to: failure to acknowledge the source(s) of even a few phrases, sentences, paragraphs, or major sections or passages in the paper or project. Failure to acknowledge the source(s) of a major idea is considered plagiarism as well. Cheating consists of giving or receiving unauthorized help before, during or after an exam; looking upon someone else’s exam during the exam period; intentionally allowing another student to look upon one’s exam; the unauthorized discussion of test items during the exam period; and the passing of any exam information to students who have not yet taken the exam are some examples. Other acts of academic dishonesty may include: submitting substantial portions of the same work for credit more than once, without prior consent of the instructor; forging another person’s signature on academic or other official documents; or collaborating on projects, papers or other academic exercises if regarded as inappropriate by the instructor. Anyone caught cheating or plagiarizing will be given an F for the coursework.

BIBLIOGRAPHY Adler, M. (2000) How to Think About the Great Ideas. Chicago: Carus Publishing.Adler, M. (1981) Six Great Ideas. New York: Macmillan Publishing.Das, L. (2011) Buddha Standard Time. New York: Harper Collins.Esquith, R (2007) Teach Like your Hair’s on Fire. New York: Viking.Gruwell, E. (1999) The Freedom Writers Diary. New York: Broadway Books.Gruwell, E. (2007) Teach with your Heart. New York: Broadway Books.

16 | P a g e


“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”

EDC 225 Voices of DiversitySpring 2012

Days & Time: MWF 8-8:50 AM, Bldg & Room.: Garfield B-11

Instructor’s Name: Dr. Ritu SharmaInstructor’s Title: Assistant ProfessorInstructor’s Office Building & Room: College Hall 205Instructor’s Phone Number: 440-375-7158Instructor’s E-Mail Address: [email protected] Hours: M/W 8:50-9:30 am, 10:45-11:45 am, F 8:50-11:40 am and by appointment

1. Course Description: Voices of Diversity coursework will support pre-service teachers in developing proficiencies to work with students from diverse backgrounds to ensure that all students have the opportunity to learn. This course will provide the opportunity to explore personal values and attitudes toward diversity. The theoretical component will examine the issues of diversity in the classroom. Field experience and examination of educational materials will enhance the students’ understanding of diversity. The course will help the pre-service candidate to develop a reflective understanding of themselves as individuals in a diverse community of learners. They will examine collective common experiences that may typically affect the learning processes of diverse groups.

2. Education Department Sequence: This course falls under the introductory level for the Education Dept.

3. Required Textbooks: Bell, Myrtle P. (2007). Diversity in Organizations, Thomson Higher Education.

http://www.tolerance.org/teach/activities/activity.jsp?ar=800&pa=2

http://www.cnn.com/2007/HEALTH/diet.fitness/01/30/obesity.report/index.html

http://www.woodlands-junior.kent.sch.uk/homework/religion/calendar.htm

https://implicit.harvard.edu/implicit/demo/

4. Course Objectives:The objective and assessment outcomes for this course are aligned with the Conceptual Framework of Lake Erie College, the professional organization (NAEYC, NMSA, etc.), and the Ohio Academic Content Standards (in Math, Reading/Language Arts, Science, and/or Social Studies).

Upon completion of this course, students are expected to:Knowledge:

17 | P a g e


http://www.woodlands-junior.kent.sch.uk/homework/religion/calendar.htm

http://www.cnn.com/2007/HEALTH/diet.fitness/01/30/obesity.report/index.html

http://www.tolerance.org/teach/activities/activity.jsp?ar=800&pa=2



1. Identify, and define your own individual values, beliefs, and biases regarding issues of diversity.

2. Describe how these values, beliefs, and biases may affect skills as a professional teacher.

3. Demonstrate an understanding of major conceptualizations regarding diversity as demonstrated through class presentation.

4. Apply these understandings to the classroom and its connected community. (i.e. staff, students, parents, etc.)

Skills:

1. Project Implicit collection of 15 demonstration tests2. Assessment Format – 1) Presentation (see Rubric for Presentation)

2) Paper (see Rubric for Paper)

Dispositions: Sense of Efficacy

Assessment Format – Presentation (see Rubric for Presentation)

5. Links to the Conceptual Framework: Professionalism - The teacher candidate analyzes past experience and pursues professional development opportunities to improve future performance. Knowledge able - The candidate demonstrates knowledge of content, pedagogy, and pedagogical content. Collaborative and Reflective - The teacher candidate collaborates and communicates with parents/family members, school colleagues, and community members to support student learning and development. The course will help the pre-service candidate to develop a reflective understanding of themselves as individuals in a diverse community of learners. They will examine collective common experiences that may typically affect the learning processes of diverse groups.

6. Commitment to Reflection: The candidates will be expected to reflect on their practices to refine and improve their classroom practices as it is an integral part of the curriculum and assessment.

7. Field Experience and Student Teaching Requirements (not applicable): A statement of the number of required hours, the level of the field experience, a list of activities and/or assignment expectations, supervision procedures, and assessments that will take place in the field. Include any policies you have for unsatisfactory completion of the field experiences or student teaching.

8. Lake Erie College Education Division Assessment Data Collected in this Course: In this course, assessments and data collection are required to meet requirements for ODE or national accreditation approval.

9. Course Expectations

a. Attendance: Attendance is required for all students in all classes. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual class

18 | P a g e


attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent). A student's grade will be reduced one letter grade for more than one (1) missed classes. Your attendance at every class is expected and required (and being here “in body” doesn’t necessarily mean you are “here”; active participation is a must, and sleeping, doing work/studying for other classes, instant messaging, clockwatching, personal grooming, and other inattentive behaviors are not welcome). As a courtesy to me and to your classmates, turn off all cell phones, pagers, etc. before class begins.

Texting/IMing/Surfing in class is unacceptable under any circumstances—if a situation arises that demands your attention you should not be in the classroom. Disruptive behavior will not be allowed. Every violation of this policy after first warning results in a recorded absence for the day.

b. Academic Dishonesty, Plagiarism, and Cheating: The Division of Education adheres to Lake Erie College’s policies and procedures regarding

academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points

for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.

c. Disability Statement: Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonableaccommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.

It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.

d. Late Work: Students are expected to meet the deadlines. Late papers will only be accepted in case of extenuating circumstances. Student athletes will submit the papers in advance to avoid penalty. There will be five points deducted per day for the assignments submitted past the due date.

19 | P a g e


e. Grading Scale: 96100 A94-95 A-90-93 B+87-89 B84-86 B-80-83 C+73-79 C70-72 C-67-69 D+63-66 D60-62 D-Below 60 F

f. Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.

g. Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes. Please contact me in case of any confusion, concern or question. I am always at your beck and call. My success lies in your success.

10. References:

Aboud, F. E. (1993). The developmental psychology of racial prejudice. Transcultural Psychiatric

Research Review, 30, 229-242.

Bar-On, R. (1997) EQ-i: Bar-On emotional quotient inventory: A measure of emotional intelligence:

Technical manual Toronto, ON: Multi-Health Systems Inc.

Bell, M. (2007).

Betancourt, H., & Lopez, S. R. (1993). The study of culture, ethnicity, and race in American psychology.

American Psychologist, 48, 629-637.

Brewer, M. B. (1999). The psychology of prejudice: Ingroup love or outgroup hate? Journal of Social

Issues, 55, 429-444.

20 | P a g e


Davidman, L., & Davidman, P. T. (2001). Teaching with a multicultural perspective: A practical guide (3rd

ed.). New York: Addison-Wesley.

Duarte, Eduardo M., & Smith, Stacy. (2000). Foundational Perspectives in Multicultural Education. New

York: Longman.

Grant, Jim (2003). Differentiating for Diversity. Kansas: Principal.

Graves, Donald H. (2002). Testing Is Not Teaching: What Should Count in Education. New Hampshire:

Heinemann.

Greene, B. (1994). Lesbian and gay sexual orientations: Implications for clinical training, practice, and

research. In B. Greene & G. M. Herek (Eds.), Lesbian and gay psychology: Theory ,research, and

clinical applications (pp. 1-24). Newbury Park, CA: Sage.

Goleman, D. (1995) Emotional intelligence. New York: Bantam Books.

Goleman, D. (1998) Working with emotional intelligence. London: Bloomsbury Publishing.

Guidelines for Providers of Psychological services to Ethnic, Linguistic, and Culturally Diverse

Populations. (1993). American Psychologist, 48, 45-48.

Hinckley, June M. (2001). A Sound Education. Virginia: Association for Supervision and Curriculum

Development.

Human Rights Watch (2001). Hatred in the Hallways: Violence and Discrimination Against Lesbian, Gay,

Bisexual, and Transgender Students in U.S. Schools. [Note: find at

www.hrw.org/reports/2001/uslgbt/toc.htm]

21 | P a g e

http://www.hrw.org/reports/2001/uslgbt/toc.htm


Knapp, M. S., Shields, P. M., & Turnbull, M. J. (1995). Academic Challenge in High-Poverty Classrooms.

Phi Delta Kappan, 76, 770-776.

Kozol, J. (1991). Savage Inequalities: Children in America's Schools. New York: Crown Publishers.

Larke, P. J. (1990). Cultural Diversity Awareness Inventory: Assessing the Sensitivity of Preservice

Teachers. Action in Teacher Education, 12(3), 23-30.

Liston, Daniel P., & Zeichner, Kenneth M. (1996). Culture and Teaching. Mahwah: Lawrence Erlbaum

Associates.

Mayer, J., Salovey, P., & Caruso, D. (2000). Emotional intelligence as zeitgeist, as personality, and as a

mental ability. In R. Bar-On & J.D.A. Parker (Eds.), The handbook of emotional intelligence. New

York: Jossey-Bass.

Noel, Jana. (2000). Notable Selections in Multicultural Education. Guilford: Dushkin/McGraw-Hill.

Ovando, Carlos J., & McLaren, Peter. (2000). The Politics of Multiculturalism and Bilingual Education.

Boston: McGraw Hill.

Steffy, Betty E. Wolfe, Michael P., Pasch, Suzanne H. & Enz, Billie J. (2000). Life Cycle of the Career

Teacher. Thousand Oaks, CA: Kappa Delta Pi and Corwin Press.

Schutte, N & Malouff, J. (1999). Measuring emotional intelligence and related constructs. New York: The

Edwin Mellon Press.

Thorne, B. (1999). Boys and girls together… but mostly apart. In R. Arum and I. R. Beattie (Eds.), The

structure of schooling: Readings in the sociology of education (pp. 338-346). Mountain View, CA:

Mayfield Publishing.

22 | P a g e


Tiedt, P. L., & Tiedt, I. M. (1999). Multicultural teaching (5th ed.). Boston: Allyn and Bacon.

Wallace, B. (2000). A Call for Change in Multicultural Training at Graduate Schools of Education:

Educating to End Oppression and for Social Justice. [Electronic version]. Teachers College

Record, 102 (6), 1086-1111. [Note: find at www.tcrecord.org/Content.asp?ContentID=10703]

White, M. S. (1970). Women in the professions: Psychological and social barriers to women in science.

Science, 170, 413-416.

http://www.bokcenter.harvard.edu/docs/hotmoments.html

http://www.crlt.umich.edu/crlttext/P3_1text.html

http://www.vanderbilt.edu/cft/resources/teaching_resources/interactions/diversity. htm

http://www.pitt.edu/~ciddeweb/DIVERSITY/resources.htm

http://www.lab.brown.edu/tdl/diversitykitpdfs/dk_language.pdf

11. Assignments:

Notebook 20% identify, define & describePaper 35% describe & demonstratePresentation 45% describe, demonstrate, apply & analyze

12. Calendar: Topics/Learning Activities and Due Dates for Assignments.

Weeks Topics/Learning Activity Assignment

Week One Introduction, Orientation, Syllabi review (purpose, scope & sequence, competencies/expectancies)

http://www.hno.harvard.edu/gazette/2003/07.17/15-prejudice.html

Week Two Definition of Diversity-group test in class, analysis paper

Implicit Bias Test, keep in 2 pocket folderEkman, reading (keep in folder)F.E. Test reading,

Week Three Jane Elliot video, article Elliot review

Week FourBody Image reference for class http://www.tolerance.org/images/teach/activities/Reshaping_Body_Image2.ppt

Implicit tests due in folder

Week Five Statistics for paper/presentations Refer to web page for additional sitesWeek Six Research Paper DueWeek Seven Presentation

23 | P a g e

http://www.tolerance.org/images/teach/activities/Reshaping_Body_Image2.ppt

http://www.tolerance.org/images/teach/activities/Reshaping_Body_Image2.ppt

http://www.janeelliott.com/index.htm

http://www.gladwell.com/2002/2002_08_05_a_face.htm

http://www.cio.com/article/facial-expressions-test

http://paulekman.com/




http://www.lab.brown.edu/tdl/diversitykitpdfs/dk_language.pdf

http://www.pitt.edu/~ciddeweb/DIVERSITY/resources.htm

http://www.vanderbilt.edu/cft/resources/teaching_resources/interactions/diversity.%09htm

http://www.crlt.umich.edu/crlttext/P3_1text.html

http://www.bokcenter.harvard.edu/docs/hotmoments.html

http://www.tcrecord.org/Content.asp?ContentID=10703


LAKE ERIE COLLEGE EDUCATION DIVISION“To develop professional, knowledgeable, collaborative, and reflective educators who are

committed to the diversity and development of all students.”

EDC 230Educational Psychology Spring, 2012

Mon/Wed/Fri 9:15-10:05 Dr. Rich Bonde

Course DescriptionThis core education course is required of all licensure areas. The course explores the developmental areas of cognition, socialization, morality, emotions, and personality. Students will study language acquisition, group and individual differences, intelligence, and behavior theories. Students will develop workshops in problem-based learning, constructivism, and critical thinking.

Education Department SequenceEDC 230 is a core course for all education students and should be taken early as a professional course.

Required TextbookEggen, Paul and Kauchak, Don (2010) Educational Psychology: Windows on Classrooms.

Upper Saddle, NJ: Pearson/Merrill/Prentice Hall.

Links to Conceptual FrameworkKnowledge of pedagogy

The preservice student will be able to use information on student learning for instructional design and delivery

Human Growth and DevelopmentThe preservice student will be able to:

display knowledge of how students learn and the developmental characteristics of age groups;

To understand what students know and are able to do; To recognize characteristics of gifted students, students with disabilities, and at-

risk students

Course ObjectivesKnowledge: The preservice candidate completing this course will be able to explain pertinent

theories of intellectual development, learning, motivation, and S/he will be able to discuss how such theories can be applicable to classrooms. S/he will be able to show that all students can learn.

Skills: To be able to make applicable decisions and lesson planning relative to learning theories discussed in class.

24 | P a g e


Dispositions: It is absolutely critical that each preservice candidate completing EDC 230 have a committed belief that all students can learn and that all students have an inherent motivation to learn. It is part of the LEC Conceptual Framework and essential for this course.

LEC Unit Assessment Data Collection: None in this course.

Course Expectations:Attendance: Daily attendance is required. In the event of an absence, please e-mail the

instructor and make arrangements to make work up. Academic Dishonesty: Academic dishonesty is a complete betrayal of the mission of Lake Erie

College and the Education Department. In addition, it is a violation of the dispositions required by the department. Consequences as severe as dismissal from the college, a failing grade, and jeopardizing continuation of professional development in education may result.

Disabilities: Any LEC preservice candidate with an identified disability or impairment should contact the Success Center. Any and all modification required for success in this course will be honored.

Late Work: Work is due as assigned. Any late work may be accepted by contacting the instructor. A pattern of late work is not a fair option to the candidate or to the quality of discussion in class and will result in a reduced grade.

Grading Scale: Follow scale in Teacher Education Handbook

Assignments :Learning Organizer: Binder with all classwork, chapter organizers, handouts, etcMid Term Exam Assessment of basic knowledge and skills Presentation Presentation to class on your topic. Be creative!!!

Mini-Workshops Student-led workshops on specific topics and opposing viewpointsTerm Paper 5-7 page term paper (3-5 sources) investigating a topic of interest

to the student relative to educational psychology. NOTE: All papers in the Education Department are to be written in APA style.

Final Exam An opportunity to synthesize theories, ideas, concepts, and practical applications. It will be assigned many weeks in

advance.

Grading: Attendance & Participation 20%Content Log 15%Mid-Term Exam (In Class) 20%Term Paper & Presentation 20%Final Exam (Take-Home) 25%

25 | P a g e


TENTATIVE CLASS SCHEDULEDate: Topic/Activity/Assignment Readings:

M Jan 23 IntroductionsCourse Overview & Requirements

W Jan 25 Is a good teacher born or made?Characteristics of a good teacher; how Educ Psych fits.

F Jan 27 The Development of Cognition an Language Chap. 2Principles of Development & Learning and the BrainPiaget

M Jan 30 Vygotsky Chap. 2

W Feb 1 Language Acquisition Chap. 2

F Feb 3 Personal, Social, Emotional Development Chap. 3Personal & Social DevelopmentIdentify & Self-Concept: Erikson

M Feb 6 Moral Development: KohlbergClashing Views: Retention?

W Feb 8 Group & Individual Differences Chap 4Intelligence: Spearman/ Gardner

F Feb 10 Intelligence: Sternberg Chap 4Learning Style

M Feb 13 SES Chap 4Culture/Language/GenderClashing Views: Gardner: Multiple Intelligences??

W Feb 15 Students At Risk Chap 4

F Feb 17 Panel Discussion: ESL Students

M Feb 20 Behaviorism & Social Cognitive Theory Chap. 6Behaviorist Views

W Feb 22 Social Cognitive Theory Chap. 6Clashing Views: Self-Esteem

F Feb 24 Guest Presenter: Behavioralism Chap. 6

26 | P a g e


M Feb 27 Cognitive Perspectives on Learning Chap. 6

W Feb 29 Memory – Info Processing System Chap. 7

F Mar 2 Metacognition Chap. 8

M Mar 5 Outcomes of Knowledge ConstructionAsessment

W Mar 7 Students Lessons on Memory

F Mar 9 Mid Term Exam - In Class

M Mar 12-F 16 No Class – Spring Break

M Mar 19 Complex Cognitive Processes Chap. 9Problem-Solving

W Mar 21 Problem-Based Learning Chap. 9

F Mar 23 Critical Thinking Chap 9

M Mar 26 Team Workshops

W Mar 28 Team WorkshopsPAPER DUE

F Mar 30 Chap 10: Theories of Motivation Chap. 10What is Motivation?Humanistic ViewsBehavioral Views

M Apr 2 Cognitive Views Chap. 10Expectancy X Value TheorySelf-EfficacyGoal OrientationAttributionSelf-Determination

W Apr 4 - Affective Factors in Motivation Chap. 10Self-WorthArousal and AnxietyClashing Views: Class Size

F Apr 6 No Class

M Apr 9 Motivation in the ClassroomStudent-Led Mini-Workshop

27 | P a g e


W Apr 11 Chap 11: Motivation Chap. 11Student-Led WorkshopFinal Exam Assigned

F Apr 13 School Visit

M Apr 16 ` Bebrief – School Visit and Ed Psych Topics

W Apr 18 Classroom Management – Tentative Panel Discussion

F April 20 Student Presentations Content Organizer Due

M April 23 Student Presentations

W April 25 TBA

F April 27 TBA

M April 30 TBA

W May 1 TBA

F May 2 Final Exam Due

RELATED BIBLIOGRAPHY

Borich, Gary D. & Tombari, Martin. (2001). Educational Psychology: A Contemporary Approach (4th Edition) New York: Addison Wesley Longman, Inc.

Garbarino, James (1999). Lost Boys. New York: Anchor Books

Gardner, Howard (1993). Multiple Intelligences: The Theory in Practice. New York: Harper Books.

Goleman, Daniel (1995). Emotional Intelligence. New York: Bantam Books, Inc.

Good, Thomas K & Brophy, Jere (2002). Contemporary Educational Psychology. New York: Longman.

Healy, Jane M (1990). Endangered Minds. New York: Touchstone Publishers.

Hersch, Patricia (1998). A Tribe Apart. New York: Fawcett Columbine Publishers.

28 | P a g e


Lehmann, Nicholas (2000). The Big Test: The Secret History of the American Meritocracy. New York: Farrar, Straus, Giroux

Ormrod, Jeanne Ellis (2005). Educational Psychology: Developing Learners. Upper Saddle, NJ: Merrill/Prentice Hall.

Wolfe. Patricia (2001). Brain Matters: Translating Research into Classroom Practice. Alexandria, VA: Association for Supervision and Curriculum Development.

29 | P a g e


LAKE ERIE COLLEGE EDUCATION DIVISION


EDC 321: Phonetic Approaches to ReadingFall 2011

Tuesdays and Thursdays 9:50am-11:05amGarfield Center A1

Dr. Katharine R. Delavan Asst. Professor of Education Garfield Center [email protected] Hours: Mondays 9:30am-11:00am Wednesdays 9:30am-11:00am, Tuesday and Thursday 4pm-5pm or by appointment

Course Description: This course deals with letter-sound correspondences, segmenting processes, spelling, morphology, and syllabication. Word pronunciation, vocabulary building, and comprehension are highlighted. Effective application of phonetic strategies, understanding diacritical markings, English grammar, structural analysis, and context are covered.

Education Department Sequence: This course is a pre-requisite for EDC 324 Reading Diagnosis: Assessment, Analysis and Instruction.

Required Textbooks:

Bear, D., & Invernizzi, M., & Templeton, S., & Johnston, F. (2011). Words their way: Word study for phonics, vocabulary and spelling instruction. (5th ed.). Upper Saddle River, NJ: Merrill.

Course Objectives:The objective and assessment outcomes for this course are aligned with the Conceptual Framework of Lake Erie College, the professional organization (NAEYC, NMSA, etc.), and the Ohio Academic Content Standards (in Math, Reading/Language Arts, Science, and/or Social Studies).

Knowledge: (Learning and Cognition) The pre-service candidate will: Demonstrate knowledge of what phonics is and how it is learned. Develop vocabulary and its

appropriate placement in text (grammar). Develop an understanding of the role of phonics in spelling, morphology, and vocabulary

enhancement.

Skills: (Effective Teaching) The pre-service candidate will: Become familiar with appropriate methods and materials for instructing children.

Identify problems in phonetic pronunciation, segmentation, syllabication, and spelling.

30 | P a g e



Develop an understanding of the various approaches to the teaching of phonics and how its components interact.

Demonstrate an ability to plan for and teach phonics in a small or large group. Be able to select appropriate materials for various levels and design materials suitable for needed phonics and related areas of instruction.

Develop appropriate lesson plans, activities, and learning centers. Be able to use and to model correct English in oral and written communication.

Dispositions: The pre-service candidate will: Become familiar with the current professional literature dealing with phonics. Develop

an understanding of the effect of culture; race, and socioeconomics can have upon the teaching of phonics.

Commitment to Diversity: Assignments and daily activities allow pre-service candidates to demonstrate their understanding through a variety of methods. There are multiple opportunities for collaborative group work; and hands-on activities that are intended to put theory into practice, making the content more concrete. Throughout the course pre-service candidates are encouraged to share their individual life experiences in relation to the course content. This helps to build a sense of community while respecting individual similarities and differences.

Commitment to Technology: The content of this course will provide the pre-service candidate the knowledge they need to make appropriate choices in regards to incorporating technology to support the reading process. They will be introduced to a variety of quality websites to aid their depth and breadth of teaching strategies.

Commitment to Reflection: Through participation in this course the pre-service candidate will build their ability to reflect upon lessons. They are expected to complete the reflection portion of the long lesson plan and provide constructive feedback for their peers.

Course Expectations

Attendance: Attendance is required for all students in all classes. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual class attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent). A student's grade will be reduced one letter grade for more than three (3) missed classes. An automatic failure is imposed with six (6) or more absences.

31 | P a g e


Academic Dishonesty, Plagiarism, and Cheating:The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.

Disability Statement: Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonable accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.


Late Work: Points will be subtracted for errors in spelling, grammar, and usage in written and oral communications. You will lose ½ a grade for late assignments for each day that it is late. Please remember that the final grade will be calculated according to the above percentile weights. If a student has questions about assignment grades, those concerns must be discussed personally with the instructor within one week of receiving the corrected work from the professor. No overdue work will be accepted after the last regularly scheduled class meeting.

Grading Scale:

32 | P a g e

96-100 A94-95 A-90-93 B+87-89 B84-86 B-80-83 C+73-79 C70-72 C-67-69 D+63-66 D60-62 D-Below 60 F


Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.

Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes.References:

Baer, G.T. (1999). Self-paced phonics: A text for education (2nd ed.). Columbus, OH: Merrill.

Bower, B. (1992). Reading the code, reading the whole. Science News, 141, 138-140.

Carbo, M. (1996). Whole language or phonics? Use Both! The Education Digest, 60-63.

Dahl, K., & Scharer, P., & Lawson, L., & Grogan, P. (2001). Rethinking phonics: Making the best teaching decisions. Portsmouth, NH: Heinemann.

Flippo, R.F. (1999). What do the experts say? Helping children learn to read. Portsmouth, NH: Heinemann.

Fox, B.J. (1996). Strategies for word identification: Phonics from a new perspective. Columbus, OH: Merrill.

Fry, E.B., & Kress, J.E. (2006). The reading teacher’s book of lists: K-12 (5th ed).San Francisco: Jossey-Bass.

Gebers, J. (2003). Books are for talking, too. (3rd Ed.). Austin, Texas: PRO-ED.

Gunning, T.G. (2001). Building words: A resource for teaching word analysis and spelling strategies. Boston: Allyn and Bacon.

Heilman, A.W. (2002). Phonics in proper perspective. ( 9th ed.). Columbus, OH: Merrill.

Smith, C.R. (1998). From gibberish to phonemic awareness: Effective decoding instruction. Teaching Exceptional Children, 30 (6), 20-25.

Yopp, H.K. (2000). Supporting phonemic awareness in the young children. The Reading Teacher, 648-654.

Assignments:

Words Their Way Activities (2) 20%

33 | P a g e


Storybook Connection Presentation 25%Midterm 25%Lesson Plan/Presentation 30%

Calendar:

Week of Content Readings 8/23 Introduction & Course Requirements

Developmental Word Knowledge Bear pp. 1-21

8/25 Words Their Way

8/30 Reading Standards: Foundational SkillsPrint Concepts Emergent Stage of Spelling Bear Chapter 4

9/1 Reading Standards: Foundational SkillsPhonological AwarenessLetter Name-Alphabetical Stage of Spelling Bear Chapter 5Initial/Final Consonant Blends and Clusters

9/6 Onsets and Rimes and basic patterns

9/8 Short Vowels

9/13 Reading Standards: Foundational SkillsPhonics and Word Recognition Sight Words

9/15 Consonant Digraphs

9/20 1st Words Their Way Activity Due

9/22 Within-Word Pattern Stage of Spelling Bear Chapter 6Long Vowels

9/27 Vowel digraph and diphthongs

34 | P a g e


9/29 OCTEO Conference- No Classes

10/4 Words with Silent “e”

10/6 Review for MidtermHandout Study Guide

10/11 Midterm Exam

10/13 Fall Break-No Classes

10/18 Reading Standards: Foundational SkillsIntermediate Readers and Writers:Syllables and Affixes Stage of Spelling Bear Chapter 7Suffixes and Prefixes

10/20 Syllabication/Multisyllabic Words

10/28 Synonyms/Antonyms

10/25 2nd Words Their Way Activity Due

10/27 Contractions and Compound Words

11/1 Homophones/Homographs

11/3 Reading Standards: Foundational SkillsAdvanced Readers: Derivational Stage of Spelling Bear Chapter 8

11/8 Greek and Latin Root Words

11/10 Literature Connection Presentation Due(See Attached Rubric)

11/15 Literature Connection Presentation Due(See Attached Rubric)

11/17 Language Standards K-5Conventions of Standard English

11/22 Language Standards K-5Conventions of Standard English

11/24 Happy Thanksgiving!!

35 | P a g e


11/29 Lesson Plan Presentations

12/1 Lesson Plan Presentations

12/5-12/10 Final Exams Week

36 | P a g e




EDC324 Diagnosis and Correction of Reading ProblemsSpring 2012 Wednesdays: 2:15 – 4:45 PM

Garfield A1

Mrs. Pam MartinGarfield A7 [email protected]

Office Hours:M/W: 11:00-12:00T/F: 9:00-11:00TH: as requestedAdditional office hours upon request

Course Description: This course involves the assessment of children’s reading problems. Standardized and informal reading assessment tools are demonstrated, discussed and applied in the classroom and individual settings. Once reading difficulties are identified, the course builds on enhancing children’s reading ability through case-based instructional methods and strategies. A written project and portfolio requires the practical application of concepts learned in class.

Education Department Sequence: This course is taken after EDC 324 and EDC321.

Required Textbooks: McKenna, M. C. & Stahl, S. A. (2008). Assessment for reading instruction (2nd ed.).

New York: The Guilford Press.

Bader, L. A. (2009). Bader reading and language inventory (6th ed.). Columbus, OH: Merrill.

Optional text:Crawley, S. J. & Merritt, K. (2007). Remediating reading difficulties (5th ed.). New York: McGraw-Hill.

Course ObjectivesThe objective and assessment outcomes for this course are aligned with the professional

organization (NAEYC, NMSA, etc.), and the Ohio Academic Content Standards (in Math, Reading/Language Arts, Science, and/or Social Studies).

37 | P a g e



Knowledge (Learning and Cognition) ~ The pre-service candidate will

Gain knowledge of choosing appropriate strategies and materials relating to purpose; Acquire an understanding of concepts, assumptions, debates, and methodologies associated

with reading/writing difficulties; Become aware of the various factors involved in reading/writing difficulties; Gain knowledge about various assessment instruments and techniques; Develop skills to collaborate with reading specialists; Recognize the reciprocal relationships of reading, writing, listening, speaking, and viewing; Understand the value of metacognition in reading, writing, listening, and speaking; Become familiar with various textual features so comprehension may be facilitated.

Skills (Effective Teaching) ~ The pre-service candidate will

Become aware of early intervention techniques; Appreciate the multiple types of reading necessary to become fluent readers; Acquire the skills to discriminate between well-developed and poorly-developed reading

approaches; Recognize the importance of teaching reading as a process rather than a discrete series of skills

to be taught through unrelated activities/exercises; Recognize the importance of implementing literacy programs designed to meet the needs of

readers; Use and model correct English in oral and written communications

Dispositions ~ The pre-service candidate will

Understand and will be sensitive to differences among learners and how these differences influence reading;

Develop an understanding of the effect that culture, race, and socioeconomic status can have on the teaching of literacy skills.

Commitment to Diversity: Assignments and daily activities allow pre-service candidates to demonstrate their understanding through a variety of methods. There are multiple opportunities for collaborative group work; and hands-on activities that are intended to put theory into practice, making the content more concrete. Throughout the course pre-service candidates are encouraged to share their individual life experiences in relation to the course content. This helps to build a sense of community while respecting individual similarities and differences.

Commitment to Technology: The content of this course will provide the pre-service candidate the knowledge they need to make appropriate choices in regards to incorporating technology to support the reading process. They will be introduced to a variety of quality websites to aid their depth and breadth of teaching strategies.

38 | P a g e


Commitment to Reflection: This course requires pre-service candidates to reflect upon student reading behaviors and how specific strategies may help a student's learning outcomes. A great amount of in-depth reflection is required through the implementation of a case study.

Field Experience and Student Teaching Requirements (if applicable):

CASE STUDY- At least two (2) hours per weekYou will be working with at least one student as a case study throughout the semester, ideally a student in Project MORE at Maple Elementary. The case study is a good opportunity for you to apply theory to practice in reading diagnosis and correction. You should plan to meet with this student for a weekly session lasting about 30-45 minutes. You must meet with the student a minimum of 10 sessions. You must receive permission from the student’s parent and teacher to conduct this case study.

Project MOREDuring this course you will participate in a school reading program at Maple Elementary. You will be working with struggling students in an effort to increase reading interest, comprehension and fluency.

Lake Erie College Education Division Assessment Data Collected in this Course: (restriction applies). This section applies only to courses in which assessments and data collection are required to meet requirements for ODE or national accreditation approval.

Course Expectations:

Attendance: Daily attendance is required. Be here and be on time. In the event of an excusable absence (sickness, death of immediate family, or other reasons approved by the administration/instructor), you must notify me at 440-375-7385 or email, [email protected], prior to the beginning of class to be excused. A student’s grade will be reduced one letter grade for every two (2) unexcused absences (2 unexcused = down one grade, 4 unexcused = down 2 grades, and so on). If you are late more than three (3) times, it will count as one (1) unexcused absence. As a courtesy to me and to your classmates, turn off all cell phones, pagers, etc. before class begins.

Academic Dishonesty, Plagiarism, and Cheating: The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.


39 | P a g e




Late Work: Points will be subtracted for errors in spelling, grammar, and usage in written and oral communications. You will lose ½ a grade for late assignments for each day that it is late. If a student has questions about assignment grades, those concerns must be discussed personally with the instructor within one week of receiving the corrected work from the professor. No overdue work will be accepted after the last regularly scheduled class meeting.

Grading Scale:


Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes. **No retaking of a test or assignment based on dissatisfaction with an earned grade. It is important to do your best to earn the grade you want when the assignment is due.

40 | P a g e



References:

Au, K. H., Mason, J. M., & Scheu, J. A. (1995). Literacy instruction for today. New York: HarperCollins.

Bartoli, J. & Botel, M. (1988). Reading/learning disability: An ecological approach. New York: Teachers College

Press.

Bond, G. L., Tinker, M. A., Wasson, B. B., & Wasson, J. B. (1994). Reading difficulties: Their diagnosis and

correction (7th ed.). Boston: Allyn & Bacon.

Caldwell, J. S. (2002). Reading assessment: A primer for teachers and tutors. New York: The Guilford Press.

Clark, D. B. (1990). Dyslexia: Theory & practice of remedial instruction. Parkton, MD: York Press.

Clay, M. M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.

Dale, E. & Chall, J. (1948). A formula for predicting readability. Columbus, OH: Bureau of Educational Research,

Ohio State University.

DeFord, D. E., Lyons, C. A. & Pinnell, G. S. (1991). Bridges to literacy: Learning from Reading Recovery.

Portsmouth, NH: Heinemann.

Ekwall, E. E. & Shanker, J. L. (1988). Diagnosis and remediation of the disabled reader (3rd ed.). Boston: Allyn &

Bacon.

Fry, E. B. (1977). Fry’s readability graph: Clarifications, validity, and extension to level 17. Journal of Reading, 21,

242-252.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Goodman, K. S. (1974). Miscue analysis: Theory and reality in reading. In J. E. Merritt (Ed.), New Horizons in

Reading (pp. 15-26). Newark, DE: International Reading Association.

Gunning, T. G. (1998). Assessing and correcting reading and writing difficulties. Needham Heights, MA: Allyn &

Bacon.

Harp, B. & Brewer, J. A. (2005). The informed reading teacher: Research-based practice. Columbus, OH: Merrill.

Harris, A. J. & Sipay, E. R. (1990). How to increase reading ability (9th ed.). New York: Longman.

Lerner, J. W. (1993). Learning disabilities: Theories, diagnosis, and teaching strategies (6th ed.). Boston: Houghton

Mifflin.

Lipson, M. Y. & Wixson, K. K. (1991). Assessment and instruction of reading disability: An interactive approach.

New York: HarperCollins.

Rasinski, T. V. & Padak, N. (1996). Holistic reading strategies: Teaching children who find reading difficult.

41 | P a g e


Columbus, OH: Merrill.

Richek, M. A., Caldwell, J. S., Jennings, J. H., & Lerner, J. W. (2002). Reading problems: Assessment and teaching

strategies (4th ed.). Boston: Allyn & Bacon.

Rubin, D. (2001). Diagnosis and correction in reading instruction (4th ed.). Boston: Allyn & Bacon.

Snow, D. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, D. C.:

National Academy Press.

Sulzby, E. & Teale, W. (1991). Emergent literacy. In R, Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.),

Handbook of Reading Research (Vol. II, pp. 727-757). White Plains, NY: Longman Publishing Group.

Weiss, G., Ed. (October, 1992). Attention-deficit hyperactivity disorder. Child and Adolescent Psychiatric Clinics of

North America, 1. Philadelphia: W. B. Saunders.

Assignments:

1. CASE STUDY (Description and Checklist to be distributed and discussed in class)Project MOREYou will participate in Project MORE at Maple Elementary. You will need to work with the 2 students twice a week for 2 ½ hour sessions. One of those students will be the student you complete a case study on.This is not something to take lightly; this is an intensive project that will require a lot of time and effort to implement effectively. However, you will not be left to do the work alone. We, as a class, will collaborate to plan lessons for the students at Maple Elementary in the Project MORE sessions. This is a great opportunity to apply the knowledge you learn in class in a real world situation with real children.

Project MORE Weekly LessonsAs part of your participation in Project MORE you will be required to create weekly reading assessments and activities. These assessments will vary from child to child. You will be applying the assessments that we discuss in class sessions. You will also incorporate technology, and the arts to help assess reading comprehension in an integrated approach. Each lesson is based on a prior assessment, includes the Project MORE elements and utilizes Words Their Way word sorts and games.*You must upload your weekly lessons onto the EDC324 LEO Page.*

GRADINGGrade determination will consist of the following:

Project More 10%Weekly Lessons 40%Case Study 30%Final Exam 20%

42 | P a g e


Calendar Readings

1/25 Project MORE Training – meet at Maple Elementary in Painesville at 2:15 PM (email was sent with details)

2/1 Introduction, Review Syllabus M&S: Chapter 1 Concepts of assessment M&S: Chapter 2Tutoring schedule is dueAuthentic, portfolio assessment

2/8 Emergent literacy M&S: Chapter 5; Reflection Bader: pp. 78-102Lesson planning pp. 116-123

2/15 Informal reading inventories M&S: Chapter 3; Spelling inventories Bader: pp. 1-7Miscue analysis; running records Crawley: pp.96-106ReflectionLesson planning

2/22 Fluency M&S: Chapter 4;Reflection Crawley: pp. 89-94Lesson Planning

2/29 Word recognition; vocabulary M&S: Chapter 6; ReflectionLesson PlanningReview for mid-term Bader: pp. 103-110Case History Due

3/7 IRI Results DueVocabulary StrategiesReflection Lesson planningReview for mid-termMidterm Exam

3/12-3/17 Spring Break

3/21 Diagnostic Instruction Plan DueVocabulary StrategiesVideo: Vocabulary Strategies that Boost Student’s Reading ComprehensionReflection Lesson planning

3/28 Comprehension M&S: Chapter 7Video: Comprehension Strategies

43 | P a g e


Reflection Lesson planning

4/4 ComprehensionReflection Lesson planning

4/11 Case Studies Bader: pp. 158-162Lesson planning

4/18 Constructing MeaningReflectionLesson planning

4/25 Strategic knowledge M&S: Chapter 8

Affective factors M&S: Chapters 9 -10

5/2 Final Case Report DueLast Day of ClassReflection

5/7-5/12 Finals Week

Please complete the attached form and turn it in as documentation that you have read and understand this syllabus.

44 | P a g e


Diagnosis and Correction of Reading Problems

1. Please read the following statements.

2. Write your initials at the end of each statement after you have read it.

3. Sign and date this sheet.

4. Separate this sheet from your syllabus and pass it to the front of the room.

I have read and understand this syllabus. ___

I understand it is my responsibility to know what is expected on all assignments.___

If I don’t understand something I will ask the instructor for help well before the assignment is due. ____

I will check my e-mail every day and respond to my instructor within one day after she contacts me.___

I will do the reading each week and turn in my assignments on time.___

I will actively participate in class and get the most I can out of the class.____

I understand that the grade I earn is up to me.

Name: _____________________________ Date: _____________

45 | P a g e


LAKE ERIE COLLEGE EDUCATION DIVISION“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to

the diversity and development of all students.”

EDC 330INTRODUCTION TO STUDENTS WITH EXCEPTIONAL LEARNING NEEDS

FALL, 2011Mondays/Wednesdays/Fridays 9:15-10:05 AM Garfield A1

Dr. Catherine Krammer, Ph.D.Office: Garfield, Rm. A14 Phone: 440-375-7381

Course DescriptionThis core education course is required of all licensure areas. Students will be introduced to all areas of disabilities as well as the legislation and regulations of IDEA and 504. Particular emphasis is placed on using cognitive learning strategies with students with disabilities in the general education classroom. In class opportunities are given to teach mini-lessons individually and in co-teaching situations.

Education Department SequenceEDC 330 is a core course for all education students and should be taken early as a professional course. Students must have completed EDC 301 Foundations of Education and EDC 225 Voices of Diversity before taking Exceptionalities.

Required TextbookHallahan, D. P., Kauffman, J. M., & Pullen, P.C. (2012). Exceptional Learners: An Introduction to Special Education. Pearson

Links to the Conceptual Framework (based on the Ohio Standards for the Teaching Profession)

Standard 1: Teachers understand student learning and development and respect the diversity of students they teach.

1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups.

1.2 Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.

1.3 Teachers demonstrate the expectation that all students will achieve to their full potential.

1.4 Teachers model respect for students’ diverse cultures, language skills and experiences.

1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.

Standard 4: Teachers plan and deliver instruction that advances the learning of each individual student.

4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery.

46 | P a g e


4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.

Standard 5: Teachers create learning environments that promote high levels of learning and achievement for all students.

5.1 Teachers treat all students fairly and establish an environment that is respectful, supportive and caring.

5.2 Teachers create an environment that is physically and emotionally safe.

5.3 Teachers motivate students to work productively and assume responsibility for their own learning.

5.4 Teachers create learning situations in which students work independently, collaboratively and/or as a whole class.

5.5 Teachers maintain an environment that is conducive to learning for all students.

Standard 6: Teachers collaborate and communicate with students, parents, and other educators, administrators and the community to support student learning.

6.1 Teachers communicate clearly and effectively.

6.2 Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health.

6.3 Teachers collaborate effectively with other teachers, administrators and school and district staff.

6.4 Teachers collaborate effectively with the local community and community agencies, when appropriate, to promote a positive environment for student learning.

Standard 7: Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.

7.1 Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct.

COMMITMENT TO REFLECTION

Lake Eire College’s education division encourages students to reflect on all aspects of their preparation for the teaching profession. Through curriculum and instruction in the college classroom, as well as field experiences, clinical practice, assessments, and evaluations, candidates are required to reflect on their practice. Through classroom discussion and sharing of their reflections, candidates are able to refine and improve their classroom practices

47 | P a g e


Course ObjectivesKnowledge: The preservice candidate completing this course will be able to list and explain all areas of disabilities and exceptionalities. S/he will be able to discuss how such students are integrated into regular classrooms to be educated with their typically developing peers and when such integration is not the best alternative.

Skills: To be able to participate in the identification and assessment process in IDEA and 504 process.

Dispositions: It is absolutely critical that each preservice candidate completing EDC 330 have a committed belief that all students can learn and that students with disabilities are an important component of the public school classroom. It is part of the LEC Conceptual Framework and essential for this course.

LEC Unit Assessment Data Collection: None in this course.

Course ExpectationsAttendance: Daily attendance is required. In the event of an absence, please e-mail the instructor and make arrangements to make work up before class if at all possible. There will be several times when we will have guest speakers. There is not a way to make these up since we cannot ask them to come back so be in attendance on these days. A student's grade will be reduced one letter grade for more than three (3) missed classes. Meaning the 4th unexcused absence results in a dropped letter grade, the 6th, results in and additional letter grade dropped and anymore than that you will fail the course. If you are late more than three times it will count as a missed class. Be here and be on time.

Academic Dishonesty: Academic dishonesty is a complete betrayal of the mission of Lake Erie College and the Education Department. In addition, it is a violation of the dispositions required by the department. Consequences as severe as dismissal from the college, a failing grade, and jeopardizing continuation of professional development in education may result.

Disabilities: Any LEC preservice candidate with an identified disability or impairment should contact the Success Center. Any and all modification required for success in this course will be honored.

Late Work: Work is due as assigned. Any late work may be accepted by contacting the instructor but there will be a 5% reduction per day. Papers more than a week late will not be accepted. A pattern of late work is not a fair option to the candidate or to the quality of discussion in class and will result in a reduced grade. Work should be turned in with your name on it, stapled, edited, and professionally presented. I will not accept papers that are not turned in this way.

Grading Scale:

96-100 A94-95 A-90-93 B+87-89 B84-86 B-80-83 C+73-79 C

48 | P a g e


70-72 C-67-69 D+63-66 D60-62 D-Below 60 F

Required Assignments: 1. Daily Participation and Attendance You will earn 3 points each of the 41 class periods that you are on time, there the whole time and participating. You will not get these points for the class period even if you were excused. You will not get these points just for physically being present. You must be there and be involved.

2. Weekly Tests Each week you will have a take-home test over the chapter. They are due every Monday over the corresponding chapter.

3. LEAD Program Hours We are extremely fortunate to have been selected as the site to host a new Lake County Education Program. The L.E.A.D (learn, experience, achieve, develop) at Lake Erie program offers therapeutic, prevocational and educational opportunities in a non-traditional setting for 9 th and 10th grade students. Your task is a follows:

By the end of the second week of class I hope that we will have had a “meet and greet” so that the students in the program can meet you, and you can get to know them. Afterwards you will be responsible for arranging an independent visit in which you participate in some way with what is going on in the classroom-this could be assisting the students with homework or research, assisting the teacher, leading a game or lesson, whatever you and the LEAD team determine. During this time you will hopefully get a feel for how you might assist in the program and have determined how you will fulfill your 10 required hours during the semester. Perhaps there is a particular student you would like to be paired with to mentor or if you have a particular strength in a content area and would like to teach a lesson (or more) then you have offered to do that with the approval of the LEAD teachers. Also at that time you must decide what day/time you are committed to and stick with it! Communicate with the LEAD staff if you have to miss a day. It is critical that you be there when you say you will be.

Complete your 10 hours (or more if you wish and we do encourage that) of volunteer service hours. These hours must be spread across the whole semester (i.e. one hour per week) Again, this can be through mentoring a particular student and helping them with research, homework, or even just hanging out and playing a game. This could also be through teaching lesson/s particular to your content area, or through some other activity that you and the LEAD teachers have worked out. The same rules apply here as they do for field in terms of appropriate dispositions (professional behavior, dress, and a strict adherence to confidentiality!)

Your grade for this assignment is based on three things: Completion of the hours, feedback from the LEAD teachers (We are looking for attendance, timeliness, professional behavior and dress and a willingness to be a positive part of these students’ program) and finally keeping and periodically turning in (along with your log of hours) a journal briefly talking about what you did while you were

49 | P a g e


there and what your reaction was to the experience. The final entry should be a one page typed summary of the overall experience. See Rubric for more information.

4. Reaction Papers: Reactions papers are 6, 1-2 page typed reflections on experiences such as a field trips, video, speakers, etc. These will always be due one week after the event so for example if the speaker came on a Friday then the paper is due the next Friday. This holds true even if we don’t have a class period in between due to a snow day or holiday. These should be reflections on what you thought about the event, how you would/could use the information as a teacher, what it made you think about. It should NOT be a summary of what happened. I know what happened. I was there! See Rubric for more information.

5. Chapter Presentation Each student is responsible for co-presenting the information on one chapter in a PowerPoint and engaging the class in some kind of learning activity concerning the material. Here are some ideas for your activity, but you can also come up with your own. Discussion questions, Bingo, crosswords, games, skits, matching quizzes, jeopardy PowerPoint, art project, centers, etc. Be creative! See Rubric for more information.

6. Co-Teaching of a Strategy You will pick a co-teaching partner who may or may not be from your licensure area. (Intervention Specialists may not be paired together!). If you are with someone from another grade band than yourself then you two must agree on a common grade level and content area. You will be able to choose a cognitive learning strategy and then the two of you will develop a short lesson plan to teach to the class. Your peers will be your students. Be creative, follow the rubric, and pay attention when we watch the videos and learn how to do this! See Rubric for more information.

7. Presentation on a Disability Topic You have the option of writing a paper, or doing some kind of presentation on a disability topic. This could be a PowerPoint, or some other kind of demonstration of your knowledge. No matter what style you choose you must turn in a reference page with at least three references other than your textbook on the subject. A sign up sheet will be provided for topics and dates to present. See Rubric for more information. Once you decide on your format you cannot change. i.e. don’t tell me you are doing a paper and then decide later you would rather do something in class instead. I will only schedule enough slots for those who sign up to do something in class. See Rubric for more information.

8. Final The final will be multiple choice and will be questions you have had on the weekly tests. 100 points.

Grading Procedure: Points Due1. Daily Participation & Attendance 41 classes x 3 points = 123 Points Each class2. Weekly Tests 10 Points x 15 chapters= 150 Points Every Monday3. LEAD Program Hours 75 Points Nov. 214. Reaction Papers 6 papers x 40 points = 240 Points 1 wk. after event5. Chapter Presentation Each student does 1 chapter 50 Points on assigned date6. Co-Teaching of a Strategy 100 Points on assigned date7. Presentation on a Disability Topic 100 points last week class8. Final 100 Points Dec. 5 8:00

938 Points Possible

50 | P a g e


TENTATIVE CLASS SCHEDULE

Date: Topic/Activity: Readings: Week 1 Ch 1: Exceptionality and Special Education

Aug. 22 Introductions/Course Expectations/Syllabi Chapter 1Aug. 24 CH 1 PP/Fairsticks/Discussion QuestionsAug. 26 LEAD Program Meet and Greet

Week 2 Ch 2: Current Practices Chapter 2Aug. 29 Student Chapter PresentationAug. 31 Video: A New IDEA-Reflection 1Sept. 2 In class activities-IEPs

Week 3 Ch. 3: Multicultural and Bilingual Aspects of SPED Chapter 3Sept. 5 LABOR DAY-NO CLASSSept. 7 Student Chapter PresentationSept. 9 Video: RTI-Reflection 2

Week 4 Ch 4: Parents and FamiliesSept. 12 Student Chapter Presentation Chapter 4Sept. 14 Centers/Lecture/In class activitySept. 16 Guest Speakers???

Week 5 Ch 5: Intellectual and Developmental DisabilitiesSept. 19 Student Chapter Presentation Chapter 5Sept. 21 Centers/Lecture/In class activitySept. 23 Broadmoor Game??-Reflection 3

Week 6 Ch 6: Learning DisabilitiesSept. 26 Student Chapter Presentation LEAD LOG CHECK #1 Chapter 6Sept. 28 Cognitive Learning Strategies Video 1*Sept. 30 Cognitive Learning Strategies Video 2*

*There are no reflections due over these videos but they are essential to you being able to co-teach your lesson! Please watch them carefully and take notes.

Week 7 Ch 7: ADHDOct. 3 Cognitive Learning Strategies Work Chapter 7Oct. 5 Student Chapter Presentation- Oct. 7 Centers/Lecture/In class activity-

Week 8 Ch 8: Emotional and Behavioral DisordersOct. 10 Student Chapter Presentation Chapter 8Oct. 12 Guest Speaker-Joe Schllengrager Oct. 14 NO CLASS-FALL BREAK

Week 9 Ch 9: Autism Spectrum Disorders Chapter 9

51 | P a g e


Oct. 17 Student Chapter PresentationOct. 19 Centers/Lecture/In Class ActivityOct. 21 Video: Autism is a World-Reflection 4

Week 10 Ch 10: Communication Disorders Chapter 10Oct. 24 Student Chapter Presentation LEAD LOG CHECK #2Oct. 26 Co-TeachingOct. 28 Co-Teaching

Week 11 Ch. 11: Deaf /Hard of Hearing Chapter 11Oct. 31 Student Chapter Presentation Nov. 2 Centers/Lecture/In class activityNov. 4 Video-The Sound and the Fury-Reflection 5

Week 12 Ch: 12: Blindness/Low Vision Chapter 12Nov. 7 Student Chapter PresentationsNov. 9 In class activity/Discussion QuestionsNov. 11 Centers/Lecture/In class activity

Week 13 Ch. 13: Low-Incidence Chapter 13Nov. 14 Video: King Gimp-Reflection 6Nov. 16. Student Chapter Presentation Nov. 18 Discussion Questions/Lecture/In Class Activity

Week 14 Ch 14: Physical and OHI Chapter 14Nov. 21 Student Chapter Presentation-FINAL LEAD Journal and Log DUENov. 23 THANKSGIVING BREAKNov. 25 THANKSGIVING BREAK

Week 15 Ch 15: Gifted and Talented Chapter 15Nov. 28 Student Chapter PresentationNov. 30 Final PresentationsDec. 1 Final Presentations

FINAL

Monday December 5, 2011 8:00-10:00

52 | P a g e


EDC 330: Introduction to Exceptionalities Reaction Paper Rubric Name:__________________

10-9 8-7 6-0Content: Student has demonstrated understanding of the content through a brief (1 Paragraph) of what happened or what the presentation was aboutReflection: Student has reflected on the material by formulating an opinion and supporting it with their own ideas as well as factsApplication: Student has given thought to how the information would be used, or not used, in their own classroom and teachingPresentation: Student has clearly articulated all of this in a well written 1-2 page paper that is free of spelling and grammatical errors

Total out of 40 points_____________________

53 | P a g e


EDC 330: Introduction to Exceptionalities

Rubric for Chapter Presentation Name:____________________________________

10-9 8-7 6-0Content: Student has obviously read and addressed all key points from the chapter in their presentationPresentation: Student has effectively utilized a PowerPoint presentation to convey pertinent information on the topic. This includes appropriate voice, delivery, and paceActivity: Student has created and engaged the class in a process to reinforce the materialProfessionalism: Student has turned in and presented their PowerPoint on the day assigned, is prepared, makes good eye contact and is dressed appropriately

5-4 3-2 1-0Resources: Student provides a list of references for their topic/chapter. In addition to the textbook this list must include four other print or media resourcesCreativity: Student incorporates video, media, hyperlinks or some other added element to their PowerPoint or creates a learning activity that is particularly unique

54 | P a g e


Total out of 50 Points_______________

EDC 330: Introduction to Exceptionalities

Rubric for LEAD Program Hours

Name:_______________________________________

25-23 22-19 18-0Time Log Candidate has completed

all 10 hours within the time frame specified.

Feedback from LEAD Candidate arrived in a timely manner, was appropriately dressed, was respectful, helpful, and assisted in the manner they were asked to.

Journal Candidate kept an on-going journal with entries for every time they attended as well as a final entry of at least one page summarizing the overall experience. Candidate turned in their journal on the days they were asked to do so. The entries were legible, articulate and demonstrated reflection of the experience.

Total out of 50 Pts.

55 | P a g e


Cognitive Strategy Instruction Co-Taught Lesson Rubric

Name:____________________________ Partners Name:_________________________

Component Emerging/ 0-7 Acceptable 8-9 Target 9-10 ScoreCo-Teaching Candidate does not

turn in a reflection regarding the lesson planning/ co-teaching experience.

Candidate turns in a 1 pg. reflection regarding the lesson planning/co-teaching experience but the reflection doesn’t address how the process could be improved.

Candidate turns in a 1 page reflection regarding the lesson planning/co-teaching experience.

Develop Background Knowledge

Candidate omits an anticipatory set that taps into student’s background knowledge. Does not motivate students to learn the strategy.

Candidate may have an anticipatory set but it does not connect the strategy to learning in order to develop motivation for learning this strategy.

Candidate has an anticipatory set that helps students develop the background knowledge for the strategy.

Discuss It Candidate leaves out multiple required steps of the “Discuss It” stage: Strategy steps, benefits, significance, and commitment

Candidate may engage the class in a whole group discussion of the strategy but may leave out or ineffectively address one or more of the following: Strategy steps, benefits, significance, and commitment.

Candidate engages the class in a whole group discussion of what the strategy steps are and what the benefits and significance is. Teacher asks the students to commit to using the strategy.

Model It Candidate does not model how to use the strategy or fails to model self-reinforcement strategies and reinforcement statements.

Candidate does an acceptable job of modeling the strategy.

Candidate models how to use the strategy and includes appropriate self-instructions and self-reinforcement statements.

Memorize It Candidate does not include a lesson step which would help the student memorize

Candidate either does not provide a mnemonic to help the students

Candidate introduces a mnemonic to help the student memorize the strategy and

56 | P a g e


this strategy. memorize the strategy or does not assist them in rehearsing it.

assists them in rehearsing it.

Support It Candidate does not engage the students in an activity where they can practice using the strategy.

Candidate has the students use the strategy with a relevant task and provides guidance as needed but does not provide examples of other situations where the strategy could be used.

Candidate has students use the strategy and self-instructions while performing the task, provides guidance as needed and discusses other applicable uses.

Maintain Independent Practice*You will not teach this step in this class for the sake of time, but must note it in your lesson plan

Candidate does not provide a plan in their lesson for how they would help students maintain independent performance.

Candidate may mention a plan in their lesson for how they would maintain independent performance but either not how they would help them generalize or evaluate it

Candidate provides a plan for how they would help students maintain independent performance including how they would generalize the strategy and evaluation measures.

Handout No handout is provided/or the handout leaves out multiple required elements.

A handout is provided but may not include all of the following: Title of the strategy, strategy steps, reference.

A handout is provided to each class member that states the strategy, each of the steps and a reference.

Preparation Candidate did not provide the lesson to the instructor prior to teaching it and does not appear to be prepared to teach the strategy.

Candidate may have the lesson plan completed but does not appear to be fully prepared to teach the lesson.

Candidate has obviously prepared to teach the lesson including having turned in the lesson plan ahead of time (at least 24 hours).

Presentation Lesson presentation has multiple areas that could be improved: Enthusiasm, tone and voice quality, eye contact and

Lesson is presented with acceptable enthusiasm, tone and voice quality may have room for improvement. Candidate could

Lesson is presented with enthusiasm, proper tone and voice projection. Candidate uses good eye contact and moves around the room.

57 | P a g e


movement about the room.

work on eye contact and proper movement about the room.

Total out of 100 Points

EDC 330: Introduction to Exceptionalities Final Presentation RubricName:______________________________

Criteria Unacceptable 7 or below

Acceptable 7.5-8.5 Target 9-10

Foundations Candidate has minimally or has not addressed the foundations of the particular disability category.

Candidate has adequately presented the foundations of the particular disability category.

Candidate has thoroughly presented the foundations of this particular disability category.

History Candidate has minimally or has not addressed the history of the particular disability category.

Candidate has adequately presented the history of the particular disability category.

Candidate has thoroughly presented the history of this particular disability category.

Definitions Candidate has minimally or has not addressed the definition of the particular disability category.

Candidate has adequately presented the definition of the particular disability category.

Candidate has thoroughly presented the definition of this particular disability category.

Prevalence Candidate has minimally or has not addressed the prevalence of this particular disability category.

Candidate has adequately presented the prevalence of this particular disability category.

Candidate has thoroughly presented the prevalence of this particular disability category.

Causes Candidate has minimally or has not addressed the causes of the particular disability category.

Candidate has adequately presented the causes of this particular disability category.

Candidate has thoroughly presented the causes of this particular disability category.

Characteristics Candidate has minimally or has not addressed the characteristics of this particular disability category.

Candidate has adequately presented the characteristics of this particular disability category.

Candidate has thoroughly presented the characteristics of this particular disability category.

58 | P a g e


Identification Candidate has minimally or has not addressed the method of identification for this particular disability category.

Candidate has adequately presented the methods of identification for this particular disability category.

Candidate has thoroughly presented identification methods for this particular disability category.

Methods of Instruction Candidate has minimally or has not addressed methods of instruction for this particular disability category.

Candidate has adequately presented methods of instruction for this particular disability category.

Candidate has thoroughly presented methods of effective instruction for working with this particular disability category.

Other Strategies Candidate has minimally or has not addressed other strategies for working with this particular disability category.

Candidate has adequately presented other strategies for working with this particular disability category.

Candidate has thoroughly presented strategies for working with this particular disability category.

Presentation/Grammar Candidate has not sufficiently presented their topic and/or it contains multiple grammatical errors.

Candidate has adequately presented their topic but with several grammatical errors.

Candidate has effectively presented their topic without any, or with only a couple of grammatical errors.

References Candidate either only includes one source as a reference for this presentation and/or the references are not appropriate.

Candidate only provides two references or they are not appropriate.

Candidate provides a list of references for their topic. In addition to the textbook this list must include two other print or media resources

Total out of 100 Points

Additional Comments:

59 | P a g e


1. Please read the following statements2. Initial after each of them3. Sign and date this sheet4. Separate it from your syllabus and pass it to the front of the room

I have read and understand this syllabus.

I understand it is my responsibility to read the rubrics and know what is expected on all assignments.

If I don’t understand something I will ask the instructor for help well before the assignment is due.

I will check my e-mail every day and respond to my instructor when she contacts me.

I will do the reading each week and turn in my assignments on time.

I will participate in class and get the most I can out this semester.


I will have a good time and make the most of this semester!

Name:______________

60 | P a g e


LAKE ERIE COLLEGE EDUCATION DIVISION“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the

diversity and development of all students.”

EDC 340 Educational Media and TechnologySpring 2012

M 2:15 - 4:00Dr. Linda Siegel

Assistant ProfessorGarfield A-11440-375-8374

[email protected] Hours Mondays or by appointment

1. General Course Description

This is a required course for all preservice teachers. It encompasses effectively identifying, locating, evaluating, designing, preparing and efficiently using educational technology as an instructional resource in the classroom as related to principles of learning and teaching. Candidates will develop increased classroom communication abilities through lectures, discussions, modeling, laboratory experiences, and completion of a comprehensive project.

2. Education Department Sequence: This course may be taken in the Junior year or earlier. 3. Required Textbooks: all resources and materials are electronically accessed via LEO. 4. Links to the Conceptual Framework: Commitment to Technology: Content is evidence of

technology 5. Commitment to Diversity: Diverse populations are able to access information via technology

equally although perhaps not always equitably due to external factors. 6. Field Experience and Student Teaching Requirements: n/a 7. Course Objectives The objective and assessment outcomes for this course are aligned with the Conceptual

Framework of Lake Erie College, the professional organization.This course does not simply assume that computers and technologies are good for education and then try to expand the software/hardware tools you master in a semester. Rather, in learning about media and technology in education , the pre-service candidate will:

a. Make educationally justified and responsive choices of when and how to integrate technologies b. Develop knowledge/skills in the selection, use, and application of technology to support student learning and to advance personal professional development.c. Demonstrate successful implementation of learning supported by technologyd. Author written work on development of technology supported lessons and research implications involved.

61 | P a g e


8. Lake Erie College Education Division Assessment Data Collected in this Course: n/a


a. Attendance: The academic program at Lake Erie College operates on the assumption that learning is advanced by regular attendance. It is the responsibility of the student to arrange and make up work, at the convenience of the instructor. The course meets once a week. A student missing a session would be missing a week's worth of work. If you must miss a class, you must notify the professor through email. This absence will be considered excused if it is because of sickness, death of immediate family, or other reasons approved by the college administration. In most cases, graded work for that day may receive full credit.

b. Academic Dishonesty: Academic dishonesty is a complete betrayal of the mission of

Lake Erie College and will be taken seriously. We believe that a student who has been punished for three separate incidents of academic dishonesty should be expelled from the college. For a complete description of the policies and procedures, please read your college catalog.

c. Disability Statement: Any student having an identified disability must report to the Disabilities Coordinator; it is the student’s responsibility to make this contact and to supply the necessary documentation. As appropriate, special accommodations will be discussed with and arranged by the Disabilities Coordinator.Both the Student Success Center and the Math and Languages Tutorial Labs support students in all aspects of attaining academic excellence in coursework. Students are encouraged to use these services.

d. Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.

10. Grading Scale: 100-96 A 93-90 B+ 83-80 C+ 69-67 D+ 95-94 A- 89-87 B 79-73 C 66-63 D 86-84 B- 72-70 C- 62-60 D - 59 Fail 11. Assignments: see LEO 12. Calendar: see LEO

62 | P a g e




EDP 304: Integrated CurriculumFall 2011

10:30 AM 11:37 AM Dr. Linda Siegel

Assistant ProfessorCollege Hall 302

[email protected]

Office Hours Mondays or by appointment

1. Course Description: This course will enable teacher education candidates to learn and practice instructional

management strategies including classroom management, lesson planning, assessment for instructional planning, materials available for effective instruction, the use of textbooks and supplemental materials, unit planning and the implementation of the Ohio Content Standards for instructional planning.

2. Education Department Sequence: This course may be taken in the Junior year or earlier. 3. Required Textbooks: all resources and materials are electronically accessed via LEO 4. Links to the Conceptual Framework: Standard 2: Teachers know and understand the content area for which they have instructional responsibility. 2.1 Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan

instruction.2.2 Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the

discipline.2.3 Teachers understand school and district curricula priorities and the Ohio academic content standards.2.4 Teachers understand the relationship of knowledge within the discipline to other content areas.2.5 Teachers connect content to relevant life experiences and career opportunities.Standard 3: Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning. 3.1 Teachers know about assessment types, their purposes and the data they generate.3.2 Teachers select, develop and use a variety of diagnostic, formative and summative assessments.3.3 Teachers analyze data to monitor student progress and learning and to plan, differentiate and modify instruction.3.4 Teachers collaborate and communicate student progress with students, parents and colleagues.3.5 Teachers involve learners in self-assessment and goal setting to address gaps between performance and potential.Standard 4: Teachers plan and deliver instruction that advances the learning of each individual student. 4.1 Teachers align their instructional goals and activities with school and district priorities and the Ohio academic content

standards.4.2 Teachers use information about students’ learning and performance to plan and deliver instruction that will close the

achievement gap.4.3 Teachers communicate clear learning goals and explicitly link learning activities to those defined goals.4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery.4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students

with disabilities and at-risk students.4.6 Teachers create and select activities that are designed to help students develop as independent learners and complex problem-

solvers.4.7 Teachers use resources effectively, including technology, to enhance student learning.

63 | P a g e


5. Commitment to Diversity: Students experience developing lesson plans and planning appropriate instruction to accommodate various modalities, learning styles and students with diverse intelligences as well as addressing needs of diverse populations.

6. Course Objectives This course will focus on the following topics:

Models for Curriculum Integration Aligning Curriculum Bloom’s Revised Taxonomy (Anderson) Brain-Based Learning Multiple Intelligences (MI) Theory Integrated Assessment Strategies Research regarding integration

7. Lake Erie College Education Division Assessment Data Collected in this Course: AYA content

lessons long form

9. Course Expectations/Course Competencies This course will focus on the following topics:

Models of Curriculum Aligning Curriculum Bloom’s Revised Taxonomy (Anderson) Brain-Based Learning

Multiple Intelligences (MI) Theory Assessment Strategies Research regarding learning

Upon completion of this course, students are expected to:1. Identify and define topic concepts,2. Describe how these topics are fundamental to integrating curriculum, 3. Demonstrate and Apply conceptual understandings to the development of an integrated

unit.

Grading Class Assignments 25% identify, define & describe Integrated Unit- Final Long Form Lesson Plan 75% develop & demonstrate

Class Assignments: Students will complete assignments that are given in class and posted on LEO.

Integrated Unit: Students will work both independently and in groups to compose an integrated unit. The unit will consist of all elements of lesson planning in a classroom setting (i.e. lesson plans, artifacts, resources, research findings, models, etc.) A complete description of the criteria of the unit will be discussed in class. Group work will make up 25% of the unit grade and individual work will be 75% of the unit grade.

64 | P a g e


a. Attendance: The academic program at Lake Erie College operates on the assumption that learning is advanced by regular attendance. It is the responsibility of the student to arrange and make up work, at the convenience of the instructor. The course meets once a week. A student missing a session would be missing a week's worth of work. If you must miss a class, you must notify the professor through email. This absence will be considered excused if it is because of sickness, death of immediate family, or other reasons approved by the college administration. In most cases, graded work for that day may receive full credit.

b. Academic Dishonesty: Academic dishonesty is a complete betrayal of the mission of

Lake Erie College and will be taken seriously. We believe that a student who has been punished for three separate incidents of academic dishonesty should be expelled from the college. For a complete description of the policies and procedures, please read yourcollege catalog.



Grading Scale: 100-96 A 93-90 B+ 83-80 C+ 69-67 D+ 95-94 A- 89-87 B 79-73 C 66-63 D 86-84 B- 72-70 C- 62-60 D - 59 Fail Assignments: see LEO Calendar: see LEO

65 | P a g e




EDP 310: The Pre-Adolescent Adolescent LearnerInstructor: Linda Siegel E-mail:[email protected]: (office) 375-7384

Course Description: EDP 310 The Pre-Adolescent/Adolescent Learner 3 SHPrerequisite: PS 101This course is designed to provide the pre-service teacher with basic understanding of human development beginning in early childhood and focusing on the preadolescent and adolescent student. Teacher candidates will study the physical, social, emotional, intellectual, psychological, and moral characteristics of the early adolescent within the framework of family and social context. Students will examine research findings on the psychological and social development of preadolescent/adolescents and the impact on their learning and performance in school and in society.

Lake Erie College Ed. Dept. Conceptual Framework Professional Development and Professionalism The teacher candidate analyzes past experience and pursues professional development opportunities to improve future performance Knowledge of Content, Pedagogy, and Pedagogical Content The candidate demonstrates knowledge of content, pedagogy, and pedagogical content. Collaboration and Communication The teacher candidate collaborates and communicates with parents/family members, school colleagues, and community members to support student learning and development

Course Competencies:Upon completion of this course, students are expected to:1) Acquire an understanding of normal pre-adolescent/adolescent development2) Identify issues of concerns to contemporary adolescents, especially those related to school3) Recognize and understand the importance of developing a sense of personal self worth during the adolescent transition4) Apply this knowledge to the support of student learning in the teaching profession

Knowledge: Assessment Format Vocabulary test Skills: Assessment Format – 1) Presentation (see Rubric for Presentation)

2) Paper (see Rubric for Paper)Dispositions: Sense of EfficacyAssessment Format – Presentation (see Rubric for Presentation)

66 | P a g e

http://highered.mcgraw-hill.com/sites/0073382612/student_view0/glossary.html


Course Outline: TENTATIVE SCHEDULE notebook is required

Calendar Process Assignment

Week OneIntroduction, Orientation, Syllabi review (purpose,

scope & sequence, competencies/expectancies) Major issues in middle level education

Power Point and text link

Week Two Who Am I? The Central Question of Adolescence Face BookWeek Three Science and Adolescent DevelopmentWeek Four Puberty and Biological DevelopmentWeek Five Cognitive DevelopmentWeek Six The Self, Identity, Emotions, and Personality

Week Seven Gender, SexualityWeek Eight Moral Development, Values, and SpiritualityWeek Nine Families, Peers, SchoolWeek Ten Families, Peers, School

Week Eleven Families, Peers, SchoolWeek Twelve CultureWeek Thirteen Achievement, Work, and CareersWeek Fourteen PresentationsWeek Fifteen Presentations

GradingEvaluation of student achievement includes:1) Notebook check2) Rubric for the Presentation3) Rubric for the Paper 4) Dispositional Orientation Rubric

Grading Scale: 100-96 A 93-90 B+ 83-80 C+ 69-67 D+ 95-94 A- 89-87 B 79-73 C 66-63 D

86-84 B- 72-70 C- 62-60 D- 59

ATTENDANCE POLICY: Each student is expected to maintain regular and punctual class attendance.

DISABILITY STATEMENT:The disability statement that is printed in the Lake Erie College Catalog is applicable to this course. It is the responsibility of the student to seek assistance at the college and to make his/her needs known to Dr. Spiesman, the Director of the Student Success Center (375-7426). The Student Success Center offers both peer and/or professional tutoring in all course/subject areas, as well as assistance in improving personal academic performance. The instructor will assist with

67 | P a g e


accommodations when reasonable and necessary. Instructors are not required to compromise essential elements of the course or the evaluation standards.

PLAGIARISM STATEMENT: Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student; it will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member, who may choose to confer with colleagues. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. This most likely will have an adverse effect on the final grade given for the course. [Source: LEC catalog]

References

Arnett, J. J. (2007). Adolescence and emerging adulthood: A cultural approach (3rd ed.). Upper

Saddle River, NJ: Pearson Education, Inc.

Rice, Philip, F. (1999), The Adolescent: Development, Relationships, and Culture (9th Edition).

Boston, MA: Allyn and Bacon.

Santrock, John W. (2007). Adolescence, Eleventh Edition. Boston: McGraw-Hill. ISBN: 978-0-

07-313372-0 (soft cover)

68 | P a g e


LAKE ERIE COLLEGE


69 | P a g e


70 | P a g e


EDUCATION DIVISION1


EDE/P/S 312 Field Experience I

Spring 2012

Linda Lanese Kathleen von TresckowBarbara Davis Stacey DeYoung A13 Garfield Center A13 Garfield Center [email protected] [email protected] [email protected] [email protected] [email protected]

Office Hours: By AppointmentMandatory Seminars meet on alternate Mondays

3:30 p.m. to 4:45 p.m.

COURSE DESCRIPTION

The initial clinical hours of this experience are exploratory. Students will observe in schools, tutor students, and assist teachers or other school personnel. They will become aware of the sociological environment of the school, center or agency as it interrelates to communities and families. Students should attend school/community events and participate as permitted. The remaining hours of the experience are focused and students will demonstrate appropriate developmental instructional methods and strategies for teaching that an intervention specialist is expected to provide. . (Lake Erie College Catalog, 2011-2012)

EDUCATION DEPARTMENT SEQUENCE

The prerequisites for this course are EDC 201, Foundations of Education. This course is part of the Gate A requirements in the Lake Erie College Gates Assessment System.

REQUIRED TEXTBOOKS AND RESOURCES

Lake Erie College Field Experience I Handbook (Spring 2012)

1Template for Course Syllabi, Revised, 8-16-08, after feedback received from faculty at Faculty Retreat, 8-15-08

71 | P a g e







Roe, Betty D., Smith, Sandra H., & Ross, Elinor P.(2010).Student teaching and Field Experiences Handbook. Upper Saddle, New Jersey: Pearson.

www.ode.state.oh.us/ Ohio Department of Education website: Please use this website to access all Ohio Standards for the content areas, sample lesson plans, etc.

COURSE OBJECTIVES

The objective and assessment outcomes for this course are aligned with the Ohio Department of Education Standards for the Teaching Profession, the professional organization (CEC), and the Ohio Academic Content Standards (in Math, Reading/Language Arts, Science, and/or Social Studies).






Standard 2: Teachers know and understand the content area for which they have instructional responsibility.

2.1 Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction.

2.2 Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.

2.3 Teachers understand school and district curricula priorities and the Ohio academic content standards.

2.4 Teachers understand the relationship of knowledge within the discipline to other content areas.

2.5 Teachers connect content to relevant life experiences and career opportunities.

Standard 3: Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.

3.1 Teachers know about assessment types, their purposes and the data they generate.

72 | P a g e

http://www.ode.state.oh.us/



4.1 Teachers align their instructional goals and activities with school and district priorities and the Ohio academic content standards.

4.3 Teachers communicate clear learning goals and explicitly link learning activities to those defined goals.



4.6 Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers.

4.7 Teachers use resources effectively, including technology, to enhance student learning.












73 | P a g e



Lake Eire College’s education division encourages students to reflect on all aspects of their preparation for the teaching profession.. Through curriculum and instruction in the college classroom, as well as field experiences, clinical practice, assessments, and evaluations, candidates are required to reflect on their practice. Through classroom discussion and sharing of their reflections, candidates are able to refine and improve their classroom practices

FIELD EXPERIENCE REQUIREMENTS

Observation requirements are 75-100 hours. The teacher candidate should begin his/her field experience with a minimum of 25 hours of observation. The next 50+ hours will focus on obtaining experience in the content area. A time log that is signed by the cooperating teacher is turned in at the end of the Seminar to document the observation hours.

The preservice/teacher candidate will teach a minimum of four lessons. Four lessons will be evaluated by the cooperating teacher. Two of the four lessons will be evaluated by the content specialist at Lake Erie College .These observations may be concurrent with both the campus supervisor and the cooperating teacher observing the same lessons. If this is not possible because of scheduling, the student will teach additional lessons.

Copies of all lesson plans and evaluations validated by the cooperating teacher must be turned in to the college supervisor. A copy of the lesson plan should be given to the college supervisor before the lesson is presented.

It is the responsibility of the preservice candidate to schedule these observations. When scheduling times an observation for your campus supervisor, check with your cooperating teacher first! Have a couple dates/times in mind and then ask your college supervisor if they work for him/her. You must inform the cooperating teacher, secretary and principal when your supervisor will be coming to the school. We do not want surprise visits and we do not want you to be gone on a field trip or have the teacher out that day, etc.

LEC EDUCATION DEPARTMENT ASSESSMENT DATA

COLLECTED IN THIS COURSE

A. The Cooperating Teacher/s will submit to the Field Directora) Confirmation of observation and participation hours loggedb) Final Evaluation of candidate’s dispositionsc) Final Evaluation of candidate’s performanced) Program Evaluation

74 | P a g e


B. The Campus Supervisor will submit to the Field Directora) Final evaluation of candidate’s dispositions b) Final evaluation of candidate’s performance

C. Key Assessments for any courses the candidate is taking/has taken that require a field experience to complete. This will vary from student to student.

In addition to clinical experiences, the preservice/teacher candidate is required to complete assignments which are a part of the seminar..

COURSE EXPECTATIONS

Attendance: Attendance is required for all students in all seminars. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual class attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent). A student's grade will be reduced one letter grade based on the grading rubric on page 7. If you need to miss a scheduled field session in your assigned school you must inform both the cooperating teacher AND your college supervisor. The cooperating teacher and students depend you being there, especially when you are scheduled to teach so DO NOT MISS unless it is absolutely necessary. Then inform all parties.



It is the responsibility of students with disabilities to see available assistance at the College and to make there needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the

75 | P a g e


Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.

Late Work: Policies/penalties for submission of work past the due date are given in the grading rubric on page 7.

Grading Scale: 96-100 A94-95 A-90-93 B+87-89 B84-86 B-80-83 C+73-79 C70-72 C-67-69 D+63-66 D60-62 D-Below 60 F

Grades are determined on the following basis:

Dispositions by CS

Dispositions by CT

Final Performance by CS

Final Performance by CT

Seminar Performance

25% 25% 20% 20% 10%


Instructor’s Statement: The Education Department may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes.

ASSIGNMENTS

The Field Handbook is available online, via the Lake Erie College website. To access the Field I Handbook, click on Academics, Undergraduate, Education, Field Handbooks. You will be able to utilize the table of contents to find the data for required assignments.

Copy and paste the assigned handbook pages from the Lake Erie College website into MSWord™ and type the summaries of your observations. All work must be typed for submission. Use bulleted or numbered format, when writing several items for one category.

76 | P a g e


Each assignment will be given a specific number of points. The number of points will be divided by the total number of points possible, and calculated to a percentage. The percentage grade will be combined with the rubric shown on the next page to determine your final grade for the course. If you do not achieve a “B” or higher for this course, you will not be able to proceed to Field II.

RUBRIC FOR FIELD I

Note: Candidates must receive a B or better in Field I to continue to Field II

Expectations

Attend 8 seminars

Be on time to all 8 seminars

All assignments completed and typed

Complete 75-100 hours of observation

Teach 4 times with standards-based lesson plans submitted before observations

Lesson plan reflections turned in by/at next seminar

Final Dispositions Evaluation from cooperating teacher/s must have all categories as Acceptable or better. (Separate rubric)

Key Assessments for any courses you are taking/have taken that require a field component to carry them out. This will vary from student to student.

1 2 3Student has attended 6 scheduled seminars and has contributed to the discussion during each seminar.

Student has attended 7 scheduled seminars and has contributed to the discussion during each seminar.

Student has attended 8 scheduled seminars and has contributed to the discussion during each seminar.

Late two times to seminar

Late one time to seminar

Always on time to seminar

Student has completed 100% of all assignments. All assignments are

typed Two assignments

were late


typed One assignment

was late


typed All assignments are

on time Student has been on site 75-100 clock hours

Student has been on site 75-100 clock hours

Student has been on site 75-100 clock hours

77 | P a g e


and has documentation of 4 poor (C) observations by the cooperating teacher.

and has documentation of 4 fair (B) observations by the cooperating teacher.

and has documentation of 4 satisfactory (A) observations by the cooperating teacher.

Student has been observed twice by the college supervisor neither of the two

standards-based lesson plans was submitted before the observation

Student has been observed twice by the college supervisor submitted two

standards-based lesson plans but only one plan was submitted before the observation

Student has been observed twice by the college supervisor submitted two

standards-based lesson plans before observations

Reflections were more than two weeks late

Completed and turned in one reflection by/at the next seminar

Completed and turned in lesson plan reflections by/at the next seminar

Created in 2002; Modified in 2006, 2008, and 2010

78 | P a g e


REFERENCES

Banner, James M. and Cannon, Harold C. (1997). The elements of teaching. New Haven, Connecticut: Yale

University Press.

Basham, J. D., Israel, M., Graden, J., Poth, R., & Winston, M. (2010). A COMPREHENSIVE APPROACH TO

RTI: EMBEDDING UNIVERSAL DESIGN FOR LEARNING AND TECHNOLOGY. Learning Disability

Quarterly, 33(4), 243-255.

Bausch, M. E., Ault, M., Evmenova, A. S., & Behrmann, M. M. (2009). Going Beyond AT Devices: Are AT

Services Being Considered?. Journal of Special Education Technology, 23(2),

Bernhardt, Victoria I. (1998). Data-Analysis for comprehensive school-wide improvement. Larchmont, New

York: Eye on Education.

Bloom’s Revised Taxonomy, http://coe.sdsu.edu/eet/Articles/BloomsT/index.htm and

http://coe.sdsu.edu/eet/articles/bloomrev/index.htm

Bouck, E. C. (2007). Co-Teaching…Not Just a Textbook Term: Implications for Practice. Preventing School

Failure, 51(2), 46-51.

BROWNELL, M. T., SINDELAR, P. T., KIELY, M., & DANIELSON, L. C. (2010). Special Education Teacher

Quality and Preparation: Exposing Foundations, Constructing a New Model. Exceptional Children,

76(3), 357-377

Carr, Judy F. and Harris, Douglas E. (2001) Succeeding with standards: linking curriculum, assessment and

action planning. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Cartledge, G., Singh, A., & Gibson, L. (2008). Practical Behavior-Management Techniques to Close the

Accessibility Gap for Students Who Are Culturally and Linguistically Diverse. Preventing School

Failure, 52(3), 29-38.

Center for Curriculum and Assessment, Office of Curriculum and Instruction.(2004). Academic content

standards: K-12. Columbus, OH, ODE. Also available at http://www.ode.state.oh.us/

79 | P a g e


http://coe.sdsu.edu/eet/articles/bloomrev/index.htm

http://coe.sdsu.edu/eet/Articles/BloomsT/index.htm


Curwin, Richard L. & Mendler, Allen N. (1999). Discipline with dignity. Alexandria, Virginia: Association for

Supervision and Curriculum Development.

Dyal, A., Carpenter, L., & V. Wright, J. (2009). ASSISTIVE TECHNOLOGY: WHAT EVERY SCHOOL LEADER

SHOULD KNOW. Education, 129(3), 556-560.

Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-Teaching: An Illustration of

the Complexity of Collaboration in Special Education. Journal of Educational & Psychological

Consultation, 20(1), 9-27.

Hoover, J. J., & Love, E. (2011). Supporting school-based response to intervention: A practitioner's model

Council for Exceptional Children. Retrieved from http://search.ebscohost.com/login.aspx?

direct=true&db=aph&AN=57405584&site=ehost-live

Hoover, J. J., & Patton, J. R. (2005). Differentiating Curriculum and Instruction for English-Language

Learners With Special Needs. Intervention in School & Clinic, 40(4), 231-235.

Jensen, Eric. (1998). Teaching with the brain in mind. Alexandria, Virginia: Association for Supervision and

Curriculum Development.

Jimenez, T. C., Graf, V. L., & Rose, E. (2007). Gaining Access to General Education: The Promise of

Universal Design for Learning. Issues in Teacher Education, 16(2), 41-54

Kaff, M. S., Zabel, R. H., & Milham, M. (2007). Revisiting Cost-Benefit Relationships of Behavior

Management Strategies: What Special Educators Say about Usefulness, Intensity, and Effectiveness.

Preventing School Failure, 51(2), 35-45

King-Sears, M. E. (2008). Facts and fallacies: differentiation and the general education curriculum for

students with special educational needs. Support for Learning, 23(2), 55-62

King-Sears, M. E. (2005). Are You Highly Qualified? The Plight of Effective Special Educators for Students

with Learning Disabilities. Learning Disability Quarterly, 28(3), 187.

Lake Erie College Field I Handbook (Fall 2011).

80 | P a g e

http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=57405584&site=ehost-live

http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=57405584&site=ehost-live


Marchesani, R. J. (2008). The field guide to teaching: a handbook for new teachers. Upper Saddle River, NJ:

Pearson Education.

Marzano, Robert J., Pickering, Debra J., Pollock, Jane E. (2001). Classroom instruction that works: research-

based strategies for increasing student achievement . Alexandria, Virginia: Association for Supervision

and Curriculum Development.

Murawski, W. W., & Hughes, C. E. (2009). Response to Intervention, Collaboration, and Co-Teaching: A

Logical Combination for Successful Systemic Change. Preventing School Failure, 53(4), 267-277

Murawski, W. W., & Dieker, L. (2008). 50 Ways to Keep Your Co-Teacher. Teaching Exceptional Children,

40(4), 40-48.

Nichols, J., Dowdy, A., & Nichols, C. (2010). CO-TEACHING: AN EDUCATIONAL PROMISE FOR CHILDREN

WITH DISABILITIES OR A QUICK FIX TO MEET THE MANDATES OF NO CHILD LEFT BEHIND?.

Education, 130(4), 647-651.

Park, J. H., Alber-Morgan, S., & Fleming, C. (2011). Collaborating with parents to implement behavioral

interventions for children with challenging behaviors. Teaching Exceptional Children, 43(3), 22-30.

Palmer, Parker J. (1998). The courage to teach: exploring landscape of a teacher’s life. San Francisco, California:

Josey-Bass, Inc.

Peterson, Ralph. (1992). Life in a crowded place: making a learning community. Portsmouth, New Hampshire:

Heinemann.

Quigney, T. A. (2009). THE STATUS OF SPECIAL EDUCATION TEACHERS AT THE SECONDARY LEVEL:

EFFECTS OF THE HIGHLY QUALIFIED TEACHER" STANDARD. American Secondary Education, 37(2),

49-61.

Reeves, Douglas B. (2001). Crusade in the Classroom. New York, New York: Simon and Schuster.

Roe, B. D., Ross, E. P. & Smith, S. H. (2006). Student teaching and field experiences handbook (6th Ed.). Upper

Saddle River, NJ: Pearson Education.

81 | P a g e


Ryan, J. B., Hughes, E. M., Katsiyannis, A., McDaniel, M., & Sprinkle, C. (2011). Research-based

educational practices for students with autism spectrum disorders. Teaching Exceptional Children,

43(3), 56-64.

Wong, Harry K. & Rosemary T. (1998). How to be an effective teacher: The first days of school. Mountain View,

California: Harry K. Wong Publishers, Inc.

Wood, B. K., Ferro, J. B., Umbreit, J., & Liaupsin, C. J. (2011). Addressing the challenging behavior of

young children through systematic function-based intervention. Topics in Early Childhood Special

Education, 30(4), 221-232.

RUBRIC FOR ASSESSING WRITING

0 This assignment lacks a clear thesis, and the language is muddled and sometimes unclear. Errors in punctuation, spelling, grammar or usage are highly distracting.

1 Although this paper may have a recognizable and appropriate thesis, the assignment is poorly organized. The assignment is understandable, although the writing may be imprecise, trite or vague. Some sentences or passages may be so confusing that their meaning is not clear. Errors in punctuation, spelling, grammar or usage are distracting.

2 This assignment responds to the questions in an ordinary way. Although the assignment is basically well-organized, individual paragraphs may be weak or out of place. The assignment follows a logical plan and contains generally competent writing, although the language may at times be vague, imprecise or trite. Sentences may sometimes be awkwardly constructed, but their meaning will be clear. Errors in punctuation, spelling, grammar and usage are not highly distracting.

3 Although the assignment is generally well-organized, the paragraph structure may sometimes be disjointed. The assignment may have a few awkward passages and some errors in punctuation, spelling, grammar or usage, but these errors are not significant enough to distract the reader. The language at times may be too general; the paper lacks some of the insight in thought and/or precision in the writing of an “A” assignment.

4 This assignment is well-organized throughout, down to the individual paragraphs. Sentences are carefully crafted with virtually no errors in punctuation, spelling, grammar or usage. Words are accurately chosen; informal language, slang or dialect is used only when appropriate. The assignment is insightful and vivid. The writing is tight and effective throughout.

CALENDAR

Date Assignment

82 | P a g e


83 | P a g e




EDE/A/P/S 412 Early/AYA/Middle/Intervention Specialist Childhood Field Experience

Campus Supervisors TBAOffice HoursOffice: Garfield A13 440-375-7369Seminars: 3:30 to 4:45 p.m. on alternate WednesdaysClassroom: Garfield C10

COURSE DESCRIPTION

This field is an intensive experience through which students will demonstrate their abilities to plan and execute lessons in social studies, science, reading, language arts, mathematics, and fine arts. They will demonstrate the use of technology in teaching and learning episodes. Students should be given the opportunity to practice in inclusive clinical settings that reflect culturally, linguistically and academically diverse systems.

EDCATION DEPARTMENT SEQUENCE

Education Department Sequence: Prerequisite: A grade of B or better in Field I and successful completion of all requirements in Gate A.

REQUIRED TEXTBOOK

Jones, Vern (2011). Practical Classroom Management. Boston, Massachusetts

Pearson Publishing.

Field Experience Field II Handbook (Fall 2011). Painesville, OH, Lake Erie College

OBJECTIVES

The following performance expectations reflect the Ohio Standards for the Teaching Profession.




84











3.1 Teachers know about assessment types, their purposes and the data they generate.



4.2 Teachers use information about students’ learning and performance to plan and deliver instruction that will close the achievement gap.









85











Lake Eire College’s education division encourages students to reflect on all aspects of their preparation for the teaching profession. Through curriculum and instruction in the college classroom, as well as field experiences, clinical practice, assessments, and evaluations, candidates are required to reflect on their practice. Through classroom discussion and sharing of their reflections, candidates are able to refine and improve their classroom practices.

FIELD EXPERIENCE REQUIREMENTS

Teacher candidates must log 75 hours in the field. By midterm (October 5, 2011), 37-40 hours of observation must be completed. Candidates are asked to keep a personal log of their time in the classrooms. The log will be due at the last seminar. If you are in a split placement, the first time log is due when your new placement begins.

Teacher candidates are required to teach a minimum of six lessons, in the areas of math, reading, language arts, social studies, science, or the fine arts. The cooperating teacher will evaluate six lessons and the college supervisor will evaluate two lessons. The two lessons observed by the supervising teacher can be the same lessons the cooperating teaching is evaluating. Lesson plans must be submitted to the cooperating teacher at least 24 hours in advance of the lesson to allow time to make adjustments. Copies of all lesson plans and evaluations validated by the cooperating teacher must be turned in to the college supervisor at the next seminar following the lessons taught. When the college supervisor is observing a lesson, a copy of the lesson plan must be e-mailed to the college supervisor, or presented to the supervisor before the lesson is implemented. A hard copy with reflections must be turned in at the following seminar.

86


LEC EDUCATION DEPARTMENT ASSESSMENT DATA COLLECTED IN THIS COURSE

A. The Cooperating Teacher/s will submit to the Field Director:a) Confirmation of 6 observations and participation of a minimum of 75 hours logged.

Signed logs will be submitted at mid-term (10/5/11), and at the conclusion of the course.

b) Mid-Term and Final Evaluations of candidate’s dispositions;c) Final Evaluation of candidate’s performance; andd) Program Evaluation.

B. The Campus Supervisor will submit to the Field Director: a) Confirmation of 2 lesson evaluations;

a) Final evaluation of candidate’s dispositions; and b) Final evaluation of candidate’s performance.

C. Key Assessments for any courses the candidate is taking/has taken that require a field experience to complete. This will vary from student to student.

D. Value Added Project

In addition to clinical experiences, the preservice/teacher candidate is required to complete assignments which are a part of the seminar.

COURSE EXPECTATIONS

a) Teacher candidates will maintain a working reflective journal throughout the semester. This journal will be collected at each seminar. Correct grammar, spelling, and punctuation are expected. Journal entries are to be written in complete sentences, typed, and in narrative form. Other criteria are detailed in the attached sheet.

b) Teacher candidates will complete the Value-Added Assessment project.

c) Active participation in 8 Seminars is required. This includes all assignments.

d) All assignments must be typed for submission.

e) If you do not achieve a “B” or higher for this course, you will not be able to proceed to student teaching.

87


f) All teacher candidates will maintain a professional demeanor as a representative of Lake Erie College.

ATTENDANCE

Attendance is required for all students in all seminars. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent).

ACADEMIC DISHONESTY, PLAGIARISM, AND CHEATINGThe Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student, and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.

DISABILITY PROVISIONS

Lake Erie College does not discriminate in its recruitment, admission, or treatment of students. The College makes reasonable accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.


LATE WORK

Please refer to the calendar for due dates of specific assignments. All lesson plans and evaluations must be turned in by November 30, 2011. Late assignments will affect your grade. Refer to the attached rubric.

GRADING SCALE

96-100 A

88


94-95 A-90-93 B+87-89 B84-86 B-80-83 C+73-79 C70-72 C-67-69 D+63-66 D60-62 D-Below 60 F


Dispositions by CS

Dispositions by CT

Final Performance by CS

Final Performance by CT

Seminar Assignments

20% 20% 20% 20% 20%

PROFESSIONAL DISPOSITIONS

All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.

CHANGES

The Education Division may change this syllabus at any time. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes. The Instructor may change his/her schedule and will notify students of changes in a timely manner.

ASSIGNMENTS

Checklist AssignmentCandidate’s Statement of Commitment Regarding DispositionsField II Schedule and AgreementValue Added Project- Due October 5–Available on Lake Erie website.Visit Lake Erie’s website, click on Undergraduate, then Education, then Field HandbooksField Experience Time Log

_______37-40 hours must be completed (log must be signed)______ 75 hours must be completed (log must be signed)Observation/Evaluation Cooperating Teacher_____Lesson Plan and Evaluation 1 _______________Lesson Plan and Evaluation 2________________Lesson Plan and Evaluation 3___________

89


_____Lesson Plan and Evaluation 4 _______________Lesson Plan and Evaluation 5________________Lesson Plan and Evaluation 6___________

Observation/Evaluation Campus Supervisor _____Lesson Plan and Evaluation 1 (due by 10-5-11) _____Lesson Plan and Evaluation 2 (due by 11-30-11)Six lesson plans with reflections must be turned in for the semester.

Reflective Journal Assignments____Seminar 2 _____Seminar 6____Seminar 3 _____Seminar 7

____Seminar 4 _____Seminar 8 ____Seminar 5 See Attached Reflective Journal Assignment SheetChapter PresentationAttendance T-tardy A- Absent checkmark present___Seminar 1 ___Seminar 2 ____Seminar 3 ____Seminar 4 ____Seminar 5___Seminar 6 ____Seminar 7 ____Seminar 8

REFERENCES

Bloom’s Taxonomy, http://coe.sdsu.edu/eet/Articles/BloomsT.index.htm

Field Experience Handbook, (Fall 2011). Painesville,OH, Lake Erie College Center for Curriculum and Assessment, Office of Curriculum and Instruction. (2010). Academic content standards: K-12. Columbus, OH

Lemov, D. (2010) Teach Like A Champion. San Francisco: Jossey-Bass.The Field Experience Handbook is available online, via the Lake Erie College website. To access the Handbook, click on Academics-Undergraduates- Education

Meadan, H. & Mounda-Amaya, L. (2008). Collaboration to promote social competence for students with mild disabilities in the general classroom: A structure for

providing social support. Intervention in School and Clinic, 43(3), 158-167.

Shore, K. (2003). Elementary Teacher’s Discipline Problem solver a Practical A-Z guide for Managing Classroom Behavior Problems. San Francisco: Jossey –Bass.

Souvignier, E., & Kronenberger, J. (2007) Cooperative learning in third graders’ jigsaw groups for mathematics and science with and without questioning training. British Journal of Psychology, 77, 755-771.

Thompson, B. (2008) Characteristics of parent-teacher e-mail communication. Communication Education, 57(2), 201-223.

CALENDAR

90

http://coe.sdsu.edu/eet/Articles/BloomsT.index.htm


Field Experience II Seminars are in Garfield Center from 3:30 to 4:45 p.m.Seminars are scheduled on alternate Wednesdays on August 24, September 7 and 21, October 5 and 19, November 2, 16, and 30. Please mark your calendars now. Attendance is mandatory.

Date: Forum Topics:August 24 Introductions, Overview of Syllabus, Handbook, the text - Practical Classroom

ManagementSeptember 7 Chapter 1 in text: Journal - Reflect on Standards 4 and 5Sept. 21 Chapter 2 in text: Journal - Reflect on Standard 2 October 5 Chapter 4 in text: Journal - Reflect on Standards 3, 4

Value Added Project DueOctober 19 Chapter 5 in text: Journal – Reflect on Standard 1November 2 Chapter 6 in text: Journal – Reflect on Standard 5 November 16 Chapter 7 in text: Journal – Reflect on Standards 6 and 7November 30 Conclusion Journal – Reflect on All Standards

We would like all requirements for the course to be turned in by November 30, 2011. Please see attached checklist.

OBSERVATIONS BY CAMPUS SUPERVISOR

First observation to be scheduled by October 5, 2011 Second observation to be scheduled between October 5 and November 30, 2011

TEACHER CANDIDATE REFLECTIVE JOURNAL ASSIGNMENT

All participants in Field Experience II must maintain a working reflective journal throughout the semester.

The reflective journal will be turned in every two weeks, as scheduled above, and will follow these questions as a guide:

Turn in at Seminar 2(1) Reflect on these Standards from our Conceptual Framework in the order listed below.

(2) Answer these two questions for each subheading: Why is this important? How is this being done in the classroom?




91













Teach one time and Turn in at Seminar 3Reflect why you do the following and how you do the following:


2.1 Know the content I teach and use my knowledge of content specific concepts, assumptions, and skills to plan instruction.

2.2 Understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.

2.3 Understand school and district curricula priorities and the Ohio academic content standards.

2.4 Understand the relationship of knowledge within the discipline to other content areas.

2.5 Connect content to relevant life experiences and career opportunities.

Teach one time and turn in at Seminar 4Reflect why you do the following and how you do the following:

Standard 3: Teachers understand and use varied assessments to inform instruction, evaluate, and ensure student learning.

3.1 Know about assessment types, their purposes, and the data they generate.92



4.1 Align my instructional goals and activities with school and district priorities and the Ohio academic content standards.

4.3 Communicate clear learning goals and explicitly link learning activities to those defined goals.

4.4 Apply knowledge of how students think and learn to instructional design and delivery.

4.5 Differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.

4.6 Create and select activities that are designed to help students develop as independent learners and complex problem-solvers.

4.7 Use resources effectively, including technology, to enhance student learning.



1.1 Display knowledge of how students learn and of the developmental characteristics of age groups.1.3 Demonstrate the expectation that all students will achieve to their full potential.

1.4 Model respect for students’ diverse cultures, language skills and experiences.

1.5 Recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction, and intervention



5.1 Treat all students fairly and establish an environment that is respectful, supportive, and caring.5.2 Create an environment that is physically and emotionally safe.5.3 (If applicable to your placement) Teachers motivate students to work productively and assume

responsibility for their own learning.5.4 Create learning situations in which students work independently, collaboratively and/or as a whole

class.5.5 Maintain an environment that is conducive to learning for all students.




93


6.3 (If applicable to your placement) Collaborate effectively with other teachers, administrators and school and district staff.

Standard 7: Teachers assume responsibility for professional growth, performance, and involvement as an individual and as a member of a learning community.

7.1 Understand, uphold, and follow professional ethics, policies, and legal codes of professional conduct.

Teach one time and turn in at Seminar 8

Reflect on the most important thing you have learned for all of the seven Standards:

Standard 1: Understand student learning and development and respect the diversity of students I teach.

Standard 2: Know and understand the content area for which I have instructional responsibility.

Standard 3: Understand and use varied assessments to inform instruction, evaluate, and ensure student learning.

Standard 4: Plan and deliver instruction that advances the learning of each individual student.

Standard 5: Create learning environments that promote high levels of learning and achievement for all students.

Standard 6: Collaborate and communicate with students, parents, and other educators, administrators and the community to support student learning.

Standard 7: Assume responsibility for professional growth, performance, and involvement as an individual and as a member of a learning community.

Rubric for Field II

Candidates must receive a B or better in Field II to continue to Student Teaching

Expectations

Attend 8 seminars Be on time to all 8 seminars All assignments completed and typed Minimum of 75 hours of observation Teach 6 times with standards-based lesson plans submitted electronically or as a hard copy at

least 24 hours before each observation Lesson plan reflections turned in by/at next seminar Final Dispositions Evaluation from cooperating teacher/s must have all categories as Acceptable

or better. (Separate rubric)

2=C 3=B 4=AStudent has attended 6 scheduled seminars and

Student has attended 7 scheduled seminars and

Student has attended 8 scheduled seminars and

94


has contributed to the discussion during each seminar.



Late two times to seminar Late one time to seminar Always on time to seminar


typed Two assignments were

late


typed One assignment was

late


typed All assignments are on

time Student has been on site 75 clock hours and has documentation of 6 poor (C) observations by the cooperating teacher.

Student has been on site 75 clock hours and has documentation of 6 fair (B) observations by the cooperating teacher.

Student has been on site 75 clock hours and has documentation of 6 satisfactory (A) observations by the cooperating teacher.

Student has been observed twice by the college supervisor in the time frame required submitted six

standards-based lesson plans but only four plans were submitted 24 hours before the observations


standards-based lesson plans but only five plans were submitted 24 hours before the observations


standards-based lesson plans at least 24 hours before observations

Completed and turned in four lesson plan reflections with dates of lessons by/at the next seminar

Completed and turned in five lesson plan reflections with dates of lessons by/at the next seminar

Completed and turned in six lesson plan reflections with dates of lessons by/at the next seminar

Created in 2002; Modified in 2006, 2008, 2010, and 2011

95


96




EDA 401 (AYA)/EDP 422 (MC): Social Studies Methods

Fall 2011Dr. Linda SiegelAssistant ProfessorGarfield A [email protected] Hours Mondays or by appointment

1. Course Description: Students will work with a specialist who is a professional teacher in their content area and plan lessons, assessments, classroom organization materials, content standards and techniques for effective instruction and learning in integrated social studies.

2. Education Department Sequence: This course does not require a prerequisite although it does require special permission by the Teacher Education Committee to take if the Education Department Interview has not been passed.

3. Required Textbooks: ODE Social Studies Content Standards, NCSS Content Standards

4. Course Objectives

Upon completion of this course, students are expected to:

1. identify ways to plan and organize a social studies program2. develop global perspectives3. demonstrate the ability to plan and compose a social studies unit 4. plan and develop materials for an integrated unit of instruction. 5. demonstrate knowledge of ODE SS Content Standards 6. identify, locate, and exhibit knowledge of how to use materials, media, and technology

available to help implement a social studies program. 7. align assessments to goals for student learning

5. Links to the Conceptual Framework: This course contributes to the development of teacher candidates most specifically in content knowledge and pedagogue in the Social Studies.



97


















6.4 Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.

6. Commitment to Diversity: The 1st theme in of NCSS is Culture. “Social studies curriculum should include experiences that provide for the study of culture and cultural diversity.”

7. Commitment to Technology: The 8th theme in of NCSS is Science, Technology, and Society. “Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. Science, and its application, technology, affects cultural change and people’s interaction with their world. Technological advances allow people around the world to be connected instantaneously beyond their immediate locations. Modern life as we know it would be impossible without technology and the science that supports it.”

Teacher candidates explore how technology selection facilitates and constrains the learning outcomes of the social studies content standards.

98


8. Commitment to Reflection: see journal assignment for detailed explanation

9. Field Experience and Student Teaching Requirements Application of principles and concepts learned in this course will be applied to field experiences as available.


a. Attendance: The academic program at Lake Erie College operates on the assumption that learning is advanced by regular attendance. It is the responsibility of the student to arrange and make up work, at the convenience of the instructor. If you must miss a class, you must notify the professor through email. This absence will be considered excused if it is because of sickness, death of immediate family, or other reasons approved by the college administration. In most cases, graded work for that day may receive full credit.

b. Academic Dishonesty: Academic dishonesty is a complete betrayal of the mission of Lake Erie College and will be taken seriously. We believe that a student who has been punished for three separate incidents of academic dishonesty should be expelled from the college. For a complete description of the policies and procedures, please read your college catalog.



11. Grading Scale:

100-96 A 93-90 B+ 83-80 C+ 69-67 D+

95-94 A- 89-87 B 79-73 C 66-63 D

86-84 B- 72-70 C- 62-60 D - 59 Fail

12. Assignments: see LEO

Class assignments: see Leo

99


Social Studies Unit: Students will work both independently and in groups to compose an integrated unit. Presentations of the unit will be delivered at the end of the course. NCSS/ODE SS Standards will guide the development and composition of the unit.

All elements of classroom learning (i.e. lesson plans, artifacts, resources, research findings, models, etc.) A complete description of the criteria of the unit will be discussed in class. Group work will make up 25% of the unit grade and individual work will be 75% of the unit grade.

13. Calendar: see LEO

References

Academic Content Standards K – 12 Social Studies (Ohio Department of Education)

(online) http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?

page=3&TopicRelationID=335&ContentID=852&Content=18582

Bowman, R.P., et. al. (1994.) Helping Adolescents Build Cultural Bridges,

Developmental Resources, Inc. Chapin: South Carolina.

Fry, T.S. (2000). Multicultural perceptions held by preservice social studies teachers,

Journal of Critical Inquiry into Curriculum and Instruction, (2)2.

Glover, R.J., OՄonnel, B.K. (2003) Understanding human rights, Social Studies and the

Young Learner, 1.

Marzano, Robert J., Pickering, Debra J., & Pollock, Jane E. (2001). Classroom

instruction that works: Research-based strategies for increasing student

achievement. Alexandria, VA: Association for Supervision and Curriculum

Development.

Taylor, R. Retrieved from http://www.rogertaylor.com/ Curriculum Design in

Excellence, Inc. August , 2008.

National Council for the Social Studies. (2003). Notable Social Studies Trade Books for

Young People, Social Education, (67) 4.

100

http://www.rogertaylor.com/




101



EDP 440-443 Student Teaching Fall 2011 3:30-3:45 Wed.

Campus Supervisor: TBAOffice Hours: by appointment Office Location: Garfield A 13Office Phone 440-375-7369 Other PhoneCampus Email Other Email:Seminar Classroom

COURSE DESCRIPTION

EDP 440-42 Student Teaching: Middle Childhood (9 SH)Prerequisite: All professional education coursework and successful completion of all requirements in Gate B.

Student teaching is the culminating professional semester for the program. It is a full semester with a full school day supervised experience in select area schools. Students work with master teachers who will assist in assessing candidates’ progress as they practice teaching in early childhood levels. Students will demonstrate their proficiency in teaching with students of varying abilities. A grade of B or better must be attained in EDP 440-42 and EDP 443 in order to be recommended for licensure.

EDP 443 Seminar and Project for Middle Childhood (3 SH)Prerequisite: All professional education coursework and successful completion of all requirements in Gate B.

Students will produce lesson plans and must successfully complete an impact on student learning project (TPAC). Other topics will be addressed as needed. A grade of B or better must be attained in EDP 440-42 and EDP 443 in order to be recommended for licensure.

REQUIRED RESOURCES

Middle Childhood Student Teaching Handbook (Fall 2011). Lake Erie College.

TPAC Assessment (2011). Elementary Literacy. Stanford Center for Assessment, Learning, and Equity.


COURSE OBJECTIVES


1.1 Candidates display knowledge of how students learn and of the developmental characteristics of age groups.

1.2 Candidates understand what students know and are able to do and use this knowledge to meet the needs of all students.

1.3 Candidates demonstrate the expectation that all students will achieve to their full potential.

1.4 Candidates model respect for students’ diverse cultures, language skills and experiences.

1.5 Candidates recognize characteristics of gifted students, students with disabilities and at risk students in order to assist in appropriate identification, instruction and intervention.


2.1 Candidates know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction.

2.2 Candidates understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.

2.3 Candidates understand school and district curricula priorities and the Ohio academic content standards.

2.4 Candidates understand the relationship of knowledge within the discipline to other content areas.

2.5 Candidates connect content to relevant life experiences and career opportunities.


3.1 Candidates know about assessment types, their purposes and the data they generate.

3.2 Candidates select, develop and use a variety of diagnostic, formative and summative assessments.

3.3 Candidates analyze data to monitor student progress and learning and to plan, differentiate and modify instruction.

3.4 Candidates collaborate and communicate student progress with students, parents and colleagues.

3.5 Candidates involve learners in self-assessment and goal setting to address gaps between performance and potential.


4.1 Candidates align their instructional goals and activities with school and district priorities and the Ohio academic content standards.

103



4.3 Candidates communicate clear learning goals and explicitly link learning activities to those defined goals.

4.4 Candidates apply knowledge of how students think and learn to instructional design and delivery.

4.5 Candidates differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.

4.6 Candidates create and select activities that are designed to help students develop as independent learners and complex problem-solvers.

4.7 Candidates use resources effectively, including technology, to enhance student learning.


5.1 Candidates treat all students fairly and establish an environment that is respectful, supportive and caring.

5.2 Candidates create an environment that is physically and emotionally safe.5.3 Candidates motivate students to work productively and assume responsibility for their own

learning.5.4 Candidates create learning situations in which students work independently,

collaboratively and/or as a whole class.5.5 Candidates maintain an environment that is conducive to learning for all students.


6.1 Candidates communicate clearly and effectively.6.2 Candidates share responsibility with parents and caregivers to support student learning,

emotional and physical development and mental health.6.3 Candidates collaborate effectively with other teachers, administrators and school and district

staff.6.4 Candidates collaborate effectively with the local community and community agencies, when and

where appropriate, to promote a positive environment for student learning.


7.1 Candidates understand, uphold and follow professional ethics, policies and legal codes of professional conduct.

7.2 Candidates take responsibility for engaging in continuous, purposeful professional development.

7.3 Candidates become an agent of change who seek opportunities to positively impact teaching quality, school improvements and student achievement.

104



Lake Eire College’s education division encourages students to reflect on all aspects of their preparation for the teaching profession.. Through curriculum and instruction in the college classroom, as well as field experiences, clinical practice, assessments, and evaluations, candidates are required to reflect on their practice. Through classroom discussion and sharing of their reflections, candidates are able to refine and improve their classroom practices

STUDENT TEACHING REQUIREMENTS

A. Eight college supervisor observations/assessments seven completed on-site which will include unplanned visits video-taped lessons as prescribed by TPAC accompanied by lesson plan (To Be Discussed) weekly submission of upcoming week’s schedule and previous week’s

anecdotal record

B. Eight cooperating teacher observations plus one summative assessment

C. All lesson plans must be compiled in a binder and available to the supervisor

D. Student must display professionalism at all times in

attire attitude exemplary modeling of correct English in oral and written communications, and prompt and complete submission of assignments

E. Completion of student teaching project “Impact on Student Learning”

F. Mandatory attendance at all seminars; this is part of becoming a

professional and will impact the dispositional grade.

IMPORTANT NOTE: If you are ill and cannot go to your student teaching assignment, you MUST notify your assigned school (before school begins) and e-mail your college supervisor (call if you have an observation planned for that day).

EVALUATION


Dispositions by CSEDA, E, P, S 440-442

Dispositions by CTEDA, E, P, S 440-442

Final Performance by CSEDA, E, P, S 440-442

Final Performance by CTEDA, E, P, S 440-442

TPAEDA, E, P, S 443

25 25 25 25 100%

105


Student teaching is assessed with a letter grade for each of the four EDP numbers 440,441,442, and 443:

EDP 440 ,441,442

Dispositions and performance in the classroom as determined by the campus supervisor and the cooperating teacher.

A (or A-) By the end of the student teaching experience, the teacher/candidate will demonstrate skills equal to a beginning teacher

B (or B+ or B-) The teacher/candidate has demonstrated major improvements in the classroom, but by the end of student teaching has not mastered skills equal to a beginning teacher

Below B- The teacher/candidate has not demonstrated adequate improvement in performance, and is not eligible for licensure recommendation.

A student who earns a grade in the “C” range may be eligible to graduate. He/she would need to redo student teaching and earn a higher grade before being recommended by the college for a teaching license. Any student retaking student teaching will work with a different supervisor and cooperating teacher and assigned to a different building. For any other grade, the student must check with the Registrar to see if he/she is eligible for graduation.

EDP 443: Successful Completion of the TPAC Project

You must return any borrowed materials to your cooperating teachers on or before the last day you are scheduled in that classroom. Failure to return borrowed materials may adversely impact your student teaching grade.


ASSESSMENT DATA COLLECTED IN THIS COURSE:

Campus Supervisor Assessment:

Dispositions Final Evaluation of Performance TPAC Assessment Packet

Cooperating Teacher Assessment:

Dispositions Final Evaluation of Performance Program Evaluation

106


SEMINAR AND COURSE EXPECTATIONS

Academic Dishonesty, Plagiarism, and Cheating:The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.

Disability Statement:

Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonable accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1999 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted. It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.

Grading Scale:


107



Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes.

Tentative Schedule

Date Assignment8/24/2011

9/7/2011

9/21/2011

10/5/2011

10/19/2011

11/2/2011

11/16/2011

11/30/2011

REFERENCES

Allen, J. D. & Porter, O. P. (2002). Teaching about diversity issues. Kappa Delta Pi Record, 38 (3). 128-133.

Bettencourt, A. M. & Zukergood, D. (2009). Teaching in the Real World: Strategies to Survive and Thrive. Columbus, OH: Pearson.

Content Area Standards (2003). Columbus, OH. Ohio Department of Education. Website: www.OhioAcademicStandards.com

Cook-Sather, A. & Reisinger, O. (2001). Seeing the students behind the stereotypes: The perspectives of three preservice teachers.

The Teacher Educator, 37 (2), 91-99.

Student Teaching Handbook (Fall 2011). Lake Erie College.

Gutierrez-Gomez (2002). Multicultured teacher preparation: Establishing safe environments for discussion of diversity issues. Multicultural Education, 10 (1), 31-39.

Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.

108

http://www.OhioAcademicStandards.com/


Lemov, D. (2010) Teach Like a Champion. San Francisco, CA: Jossey-Bass.

Morrow, L. M. (2002). The literacy center: Contexts for reading and writing (2nd ed.). Portand, ME: Stenhouse.

Olivia, P. F. & Pawles, G. E. (2000). Supervision for today’s schools (6th ed.). New York: John Wiley & Sons.

Posner, G. J. (2000). Field experience: A guide to reflective teaching (5th ed.). Boston: Allyn & Bacon.

Shore, K. (2003). Elementary Teacher’s Discipline Problem Solver: A Practical A-Z

Guide for Managing Classroom Behavior Problems. San Francisco, CA: Jossey-Bass.

Welton, D. A. (2002). Children and their world. Boston: Houghton-Mifflin.

Wong, H. K. & Wong, R. (1998). How to be an effective teacher the first days of school. Mountain View, CA: Harry T. Wong Publications, Inc.

109

Attachment A:1Middle Childhood Concentrations

(Concentration specific courses)

For specific coursework for each middle childhood concentration see http://www.lec.edu/majors/

Following are the syllabi specific for each concentration.

http://www.lec.edu/majors/

Reading/Language Arts Concentration



Course Number: EDP 326 Middle Grade Language Arts MethodsTerm & Year: Spring 2012

Days & Times: TR 11:40-12:55 PMBuilding & Room: Garfield B-13

Instructor’s Name: Dr. Ritu SharmaInstructor’s Title: Assistant ProfessorInstructor’s Office Building & Room: College Hall 205Instructor’s Phone Number: 440-375-7158/Cell-216-235-5083Instructor’s E-Mail Address: [email protected] Hours: M/W 8:50-9:30 am, 10:45-11:45 am, F 8:50-11:40 am and by

appointment

1. Course Description: This course is designed to prepare middle grade school teachers (grades 4-9) with the skills necessary to teach reading, writing, listening/visual literacy and oral communication using structure, meaning, construction, application and multidisciplinary approaches to learning. Students will demonstrate the use of Ohio Department of Education’s Academic Content Standards to frame language arts instruction.

Lake Erie College, Lake Erie College Catalog, 2007-2008, p.54.

2. Education Department Sequence: This course falls under the introductory level of the Education Dept.

3. Required Textbooks:

Fine, Edith, and Josephson, Judith R. (1998). More Nitty-Gritty Grammar: Another Not-So-Serious Guide to Clear Communication. Berkeley, CA: Ten Speed Press

Kingen, S. (2000). Teaching language arts in middle schools: Connecting and Communicating. Mahwah, NJ: Lawrence Erlbaum Associates.

Ohio Department of Education. Model Competency-based language arts program. (2001).

(Also available online)




The objective and assessment outcomes for this course are aligned with the Conceptual Framework of Lake Erie College, the professional organization (NAEYC, NMSA, etc.), and the Ohio Academic Content Standards (in Math, Reading/Language Arts, Science, and/or Social Studies).

I. Professional Development and Professionalism

The teacher candidate analyzes past experience and pursues professional development opportunities to improve future performance by:

engaging in ethical and professional conduct

demonstrating a knowledge of theoretical frameworks and scientifically- based research

II. Knowledge of Content, Pedagogy, and Pedagogical Content

The candidate demonstrates knowledge of content, pedagogy, & pedagogical content by: (A) planning meaningful instruction based on knowledge of subject matter and/ or connections between disciplines

(D) demonstrating a knowledge and/or understanding on how diversity impacts student achievement

(E) demonstrating a knowledge of how technology can be used to support student learning

(F) creating or selecting evaluation strategies that are appropriate for the students and that are aligned with the goals of the lesson

III. Human Growth and Development

The teacher candidate demonstrates an understanding of human growth and development by:

(A) Demonstrating an understanding of the stages of human development (physical, intellectual, emotional, and social) and how student learning is impacted

(B) Organizing instruction that ensures that each student can achieve his or her full potential, and supporting the belief that every child is capable of learning

5. Links to the Conceptual Framework: Professional Development and Professionalism - The teacher candidate analyzes past experience and pursues professional development opportunities to improve future performance. Knowledge of Content, Pedagogy, and Pedagogical Content - The candidate demonstrates knowledge of content, pedagogy, and pedagogical content. Collaboration and Communication - The teacher candidate

112


collaborates and communicates with parents/family members, school colleagues, and community members to support student learning and development.

6. Commitment to Diversity: The Education department’s commitment to diversity is addressed and exemplified in this entire course.

7. Commitment to Technology: Technology is embedded throughout the course. Online experience carries a vital role in this course.

8. Commitment to Reflection: The candidates will be expected to reflect on their practices as it is an integral part of the assessment.

9. Lake Erie College Education Division Assessment Data Collected in this Course: (restriction applies). This section applies only to courses in which assessments and data collection are required to meet requirements for ODE or national accreditation approval.

10. Course Expectations:

Attendance: Attendance is required for all students in all classes. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual class attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent). A student's grade will be reduced one letter grade for more than three (3) missed classes. Your attendance at every class is expected and required (and being here “in body” doesn’t necessarily mean you are “here”; active participation is a must, and sleeping, doing work/studying for other classes, instant messaging, clockwatching, personal grooming, and other inattentive behaviors are not welcome). As a courtesy to me and to your classmates, turn off all cell phones, pagers, etc. before class begins.

Texting/IMing/Surfing in class is unacceptable under any circumstances—if a situation arises that demands your attention you should not be in the classroom. Disruptive behavior will not be allowed. Every violation of this policy after first warning results in a recorded absence for the day.


Disability Statement: Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonable accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to

113


make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.

It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.Late Work: Students are expected to meet the deadlines. Late papers will only be accepted in case of extenuating circumstances. Student athletes will submit the papers in advance to avoid penalty. There will be five points deducted per day for the assignments submitted past the due date.

Grading Scale:

Formative assessments & quizzes 10%2 Article sum. and prompts 10%Lesson Plan/Pres. 10%Journal 15% Integrated Project 15%Assignments 25%Final 15%

Grading Criteria:A papers: Rare. Insightful, unique argument that is well-thought out and presented. No mechanical errors and clean, fluid prose. Writing is interesting and engaging.

A- papers: Insightful argument that is well thought out and generally well presented. Mostly clean, fluid prose with minor mechanical errors. Writing is interesting and engaging, but less so than with A papers.

114

96100 A94-95 A-90-93 B+87-89 B84-86 B-80-83 C+73-79 C70-72 C-67-69 D+63-66 D60-62 D-Below 60 F


B+ papers: Interesting argument that is generally well prepared, but could use a bit more development. Few mechanical errors and fairly good writing style.

B papers: Good argument that is solidly prepared. Argument could be better developed in some areas. Writing is solid, easy to follow, and interesting in the majority of the paper—these are papers that have significant and extended moments of insight, even though that is not sustained throughout the entire paper.

B- papers: Solid argument, but could be developed. Papers are interesting for the most part—these are papers that have a few moments of insight, yet that is not sustained throughout the entire paper. Few mechanical errors.

C+ papers: Solid papers, but the argument can be developed. These papers get the job done, but don’t push the questions raised by the text anywhere near as far as they could. Some mechanical errors and a writing style that needs development.

C papers: Average papers. These papers don’t engage with the text in a meaningful way, do not start or engage in an argument that is significant or as interesting as it could be. Evident mechanical errors and a writing style that needs developed.

C- papers: Slightly below average papers. These papers need significant development of argument, a better engagement with the text, and a much clearer sense of how and why this paper came to be. Obvious mechanical errors and a writing style that needs development.

D+ papers: Limited argument, minor engagement with the text, no clear sense of how and why this paper came to be. Very obvious mechanical errors and a writing style that needs development.

D papers: No argument. Severe mechanical errors and fragmented, illogical writing.

F papers: Incoherent writing, extraordinarily fragmented prose, and no sense of the assignment or ability to control an argument.



115


References:

Atwell, Nancie. (1987). In the middle: Writing, reading, and learning with adolescents. Portsmouth, N.H:

Boynton/Cook Publishers.

Bartch, Marian R. (1992). Literature activities across the curriculum. West Nyack, N.Y: The Center for

Applied Research in Education.

Eidson, Caroline & Tomlinson, Carol Ann. (2003). Differentiation in practice: A resource guide for

differentiating curriculum. Alexandria, VA: ASCD.

Estes, Thomas H., Gunter, Mary Alice, & Schwab, Jan. (2003). Instruction: A models approach (4th ed.).

New York, N.Y: Allyn and Bacon.

English/language arts: Curriculum resource handbook. (1992). Millwood, N.Y: Kraus International

Publications.

Fine, Edith H., & Jospehson, Judith P. (1998). Nitty-Gritty Grammar: A not-so-serious guide to clear

communication. Berkeley, California: Ten Speed Press

Kissel, Jessica M. Dubin. (2005). Improving writing through revision. Westminster, California: Teacher

Created Resources, Inc.

Lake Erie College, Division of Education, Conceptual Framework, approved 12/12/07

Kingen, Sharon. (2000). Teaching language arts in middle schools: Connecting and Communicating.

Mahwah, N.J: Lawrence Erbaum Associates.

Language arts. (2003). USA: Steck Vaughn.

116


McTighe, Jay, & Wiggins, Grant. (1998). Understanding by design. Alexandria, VA:

Tompkins, Gail E. (2002). Language arts: Content and teaching strategies. Columbus, Ohio: Merrill

Prentice Hall.

Calendar: Topics/Learning Activities and Due Dates for Assignments.

Wk 1 Pre-assessment, Syllabus, Conceptual Framework

Assignment: Chapter 1 (Kingen) pp.3-12 (Fine and Josephson)

Developmental characteristics of the middle child

Assignment: pp. 144-158 (Kingen) pp. 14-16 (Fine and Josephson)

Wk 2 Value-added Assessment, Grammar mini-lesson

Grammar Quiz 1, Writing Process / Ohio Content Standards

Assignment: pp.159-192 (Kingen) 15 writing prompts to share

Wk 3 Writing Process/ Journaling/ Ohio Content Standards

Assignment: Journal article critique (1-2 pages due Feb. 4)

ASSIGNMENT: 15 WRITING PROMPTS

In-class writing assignment

Wk 4 Formative assessment (covering Jan. topics)

In-class writing assignment

Assignment: pp. 101-127 (Kingen) pp. 17-30 (Fine and Josephson)

Wk 5 Teaching Reading

Assignment: pp. 31-41 (Fine and Josephson)

ASSIGNMENT DUE: JOURNAL ARTICLE CRITIQUE

Teaching Reading

Assignment: pp. 347-363

Wk 6 Teaching Literature

117



Lesson Plan Format / Ohio Content Standards / Behavioral Objectives with measurable outcomes/ Backwards design

Assignment: pp. 418-437 (Kingen)

Wk 7 Grammar Quiz 2, Teaching language / In-class lesson plan development


Complete lesson plan / Teaching spelling and vocabulary development/

Ohio Content Standards

Assignment: Spelling / Voc.lesson plan & presentation

pp. 469-490 (Kingen)

Wk 8 Teaching Media / Ohio Content Standards


Assignment: Chapter 7 (Kinger)

Teaching Listening / Ohio Content Standards

Assignment: Plan presentation for spelling or voc. lesson

Wk 9 Spelling or Vocabulary lesson plan presentations

ASSIGNMENT DUE: SPELLING OR VOC. LESSON PLAN

Spelling or Vocabulary lesson plan presentations


Wk 10 Grammar Quiz 3, Visual Literacy / Ohio Content Standards


Teaching Speaking and Performing

Integrating the Language Arts / Ohio Content Standards


Wk 11 Grammar Quiz 4, Lesson plan and integrated lesson

In-class integrated lesson

118


Assignment: Chapter 13 (Kingen)

Interdisciplinary and Integrative Teaching

Assignment: Find an article in a professional magazine or journal about integrating language arts into other content areas and write a 1 page summary of the

article to present in class.

Wk 12 Differentiated instruction

Summary Assignment: pp. 65-78 (Fine and Josephson)

Assign project

Wk 13 Integrating technology into your lesson plans

Formative Assessment (Jan, Feb, Mar. topics)

Language Arts Methods and strategies

Wk 14 Literacy in the content area classrooms (article)

Helping the struggling student

Wk 15-16 Integrating into the Teaching Profession and Project Presentations

119




Course Number: EDP 411 Pre-Adolescent/Adolescent LiteratureTerm & Year: Spring 2011

Days & Times: Independent Study

Instructor’s Name: Dr. Ritu SharmaInstructor’s Title: ssistant ProfessorInstructor’s Office Building & Room: College Hall 329Instructor’s Phone Number: 440-375-7158Instructor’s E-Mail Address: [email protected] Hours: M/W/F 10:30-1:00 PM, TR 11-1:30 PM and by appointment

Course Description: This course considers the complex philosophical, biological and emotional changes occurring during pre-adolescence and adolescence as these changes relate to literature unique to the middle level student. Trade books across genres explore the controversial challenges facing pre-adolescence and adolescence in contemporary society. The students are expected to investigate current research on issues related to reading pedagogy in an effort to develop effective strategies to motivate pre-adolescent and adolescent students toward reading as a mode for personal growth.

Education Department Sequence: This course falls under the introductory level for the Education Dept.

Required Textbooks: Donelson, Kenneth L., and Nilsen, Aileen Pace. (2005). Literature for today’s young adults. New York: Pearson.

Course Objectives


I Professional Development and Professionalism

The teacher candidate analyzes past experience and pursues professional development opportunities to improve future performance by demonstrating a knowledge of theoretical frameworks and scientifically-based research

II Knowledge of Content, Pedagogy, and Pedagogical Content

The candidate demonstrates knowledge of content, pedagogy, and pedagogical content by:

120



(A) planning meaningful instruction based on knowledge of subject matter and/or connections between disciplines;

(D) demonstrating a knowledge and/or understanding on how diversity impacts student achievement;

(E) demonstrating a knowledge of how technology can be used to support student learning;

(F) creating or selecting evaluation strategies that are appropriate for the students and that are aligned with the goals of the lesson.

III. Human Growth and Development

The teacher candidate demonstrates an understanding of human growth and development by:

(A) demonstrating an understanding of the stages of human development (physical, intellectual, emotional, and social) and how student learning is impacted;

(B) organizing instruction that ensures that each student can achieve his or her full potential, and supporting belief that every child is capable of learning.

Lake Erie College Education Division Assessment Data Collected in this Course: (restriction applies). This section applies only to courses in which assessments and data collection are required to meet requirements for ODE or national accreditation approval.

Course Expectations

Students will select and read 15 young adult books spanning several different genre and different time periods; two of which must be Newberry award winners, one from between 2003-present and the other from prior to 1960. They will fill in the attached form for each and compile the reports into a binder to be handed in upon completion of the independent study.

Students will also read the following two books and, in additional to filling out the book report form, will write a 1-2 page character sketch of the main character; or in the event of several main characters, choose one, and will be able to identify adolescent characteristics which make the character appealing to young adults of today.

Keesha’s House, by Helen Frost (2006)

The Snow Goose, by Paul Gallico (first pub. in 1941)

Students will research 1 contemporary young adult author and write a 1-2 page biographical sketch of him/her. This paper will also include the impact this author’s writing is making, or could make on today’s adolescents.

121


Final: The students will be required to turn in a summative report outlining what they learned about trends in pre-adolescent/ adolescent literature; how story lines and characters relate to today’s youth culture; and how literature can successfully be incorporated into their chosen content areas.

All of the above work will be organized according to the following headings into an appropriate binder and will be turned in to the instructor by the given deadline (April 20, 2009).

A. Graphic organizers and text assignments

B. 17 book report forms (15 of your own choosing plus the 2 required)

C. 2 character sketches

D. Author’s biography

E. Final

Book Report Form

Title Author

Copyright

Setting

Characters and brief description

Protagonist

Antagonist

Others

Problem/Conflict

Brief summary

Conclusion

122


Appropriate age/grade level (content) (readability level)

Content area(s) book could be used in

Personal opinion (critique)

It is expected that all written work be completed in a professional manner; correct grammar, punctuation, spelling, paragraphing, use of professional vocabulary etc. Grades will be awarded based on content and professionalism. Also, pay heed to the following:

Attendance: Attendance is required for all students in all classes. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual class attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent). A student's grade will be reduced one letter grade for more than three (3) missed classes. Your attendance at every class is expected and required (and being here “in body” doesn’t necessarily mean you are “here”; active participation is a must, and sleeping, doing work/studying for other classes, instant messaging, clockwatching, personal grooming, and other inattentive behaviors are not welcome). As a courtesy to me and to your classmates, turn off all cell phones, pagers, etc. before class begins.

Texting/IMing in class is unacceptable under any circumstances—if a situation arises that demands your attention you should not be in the classroom. Disruptive behavior will not be allowed. Every violation of this policy after first warning results in a recorded absence for the day.



It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success

123


Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.

Late Work: Students are expected to meet the deadlines. Late papers will only be accepted in case of extenuating circumstances. Student athletes will submit the papers in advance to avoid penalty. There will be five points deducted per day for the assignments submitted past the due date.

Grading Scale:


Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes. Please contact me in case of any confusion, concern or question. My success lies in your success.

124

96100 A94-95 A-90-93 B+87-89 B84-86 B-80-83 C+73-79 C70-72 C-67-69 D+63-66 D60-62 D-Below 60 F

2


EDP 416 Reading in the Content AreaFall 2011 Mondays/Wednesdays/Fridays 11:45 AM-12:35 PM Garfield B23

Professor Pam Martin, M.Ed.Office: Garfield, A7 Phone: 440-375-7157 email: [email protected]

Office Hours: M/W/F 1:30-3:30 PM T/TH 3:30-4:30 and by appointment

“The more you read, the more things you will know. The more that you learn, the more places you'll go.”- Dr. Seuss, "I Can Read With My Eyes Shut!"

Course DescriptionThis course covers practical reading and study skill techniques for subject area teachers. Teacher candidates learn ways to assist students to read for different purposes. Topics such as readability formulas, directed reading activity, grouping in the classroom, vocabulary building, comprehension levels, questioning, following directions, rate of reading, and study guides are covered.

Required TextbookRichardson, J. S., Morgan, R. F., & Fleener, C. (2006). Reading to Learn in the Content Areas (6th ed.).

Belmont, CA: Wadsworth.

Course Objectives

Knowledge The pre service candidate completing this course will gain knowledge of choosing appropriate

strategies and materials relating to purpose. S/he will know the difference between learning to read and reading to learn and how each

applies to content area reading, S/he will understand the role of meta cognition in student learning related to identifying

student’s prior knowledge and instructional needs. S/he will become familiar with various textual features so comprehension may be facilitated.

Skills Be able to encourage active, engaged learning by using a variety of text and valuing

students’ prior knowledge and experiences. Be able to appreciate the multiple types of reading necessary to become fluent readers Be able to recognize and teach a variety of reading strategies Be able to recognize the importance of teaching reading as a process rather than a discrete

series of skills to be taught through unrelated activities/exercises.

Dispositions

2



The pre service candidate will understand and will be sensitive to differences among learners and how these differences influence reading.

S/he will develop an understanding of the effect that culture, race, and socioeconomics can have on the teaching of literacy skills.

Course Expectations

Attendance: Daily attendance is required. In the event of an absence, please e-mail the instructor and make arrangements to make work up before class if at all possible. Be here and be on time. A student’s grade will be reduced one letter grade for more than three (3) unexcused absences. If you are late more than three (3) times, it will count as an unexcused absence.

As a courtesy to me and to your classmates, turn off all cell phones, pagers, etc. before class begins.

Academic Dishonesty: Academic dishonesty is a complete betrayal of the mission of Lake Erie College and the Education Department. In addition, it is a violation of the dispositions required by the department. Consequences as severe as dismissal from the college, a failing grade, and jeopardizing continuation of professional development in education may result.

Disabilities: Any LEC pre service candidate with an identified disability or impairment should contact the Success Center. Any and all modification required for success in this course will be honored.

Late Work: Work is due as assigned. Any late work may be accepted by contacting the instructor but there will be a 5% reduction per day. Papers more than a week late will not be accepted. A pattern of late work is not a fair option to the candidate or to the quality of discussion in class and will result in a reduced grade. All work must be turned in with your name on it, stapled, edited and professionally prepared to be accepted.

Grading Scale:

96-100 A 70-72 C-94-95 A- 67-69 D+90-93 B+ 63-66 D87-89 B 60-62 D-84-86 B- Below 60 F80-83 C+73-79 C


126


Required Assignments:

1. Daily Participation and Attendance You will earn 3 points for each of the 41 classperiods that you are on time, stay for the entire class and participating. You will not getthese points when absent, even if it is an excused absence. You will earn these pointsby being an active participant.

2. Weekly Quizzes Each week you will have an in-class quiz over the chapter. It will begiven at the start of class each Monday over the chapter/topic covered during the priorweek. If you are late, you miss the quiz. Quizzes will be graded and discussed in class.

3. Reaction Papers Reaction papers are 1-2 pages written reflections on experiencessuch as video, journal articles, speakers, class activities, etc. These will always be dueapproximately one week after the event. The specific due date will be given at the timethe assignment is made.

4. Chapter Presentation Each student is responsible for presenting the information on one chapter and engaging the class in a learning activity concerning the material. Some suggestions for activities are: bingo, crosswords, games, skits, matching quizzes, jeopardy, art project, or center. Be creative!

Grading Procedure: Points Due

Daily Participation & Attendance 41 classes x 3= 123 points Each class

Weekly Quiz 10 points x 12= 120 points Every Monday

Reaction Papers 6 papers x 40= 240 points 1 wk after event

Final Exam 100 points Final’s Week

583 points possible

Tentative Class ScheduleDate: Topic: Readings:

Week 1 Ch 1: Content Teachers & Content Literacy Chapter 1 Aug. 22 Introductions/Course Expectations Aug. 24 Literacy Autobiography Assignment Aug. 26 Vocabulary Activity

Week 2 Ch 2: Assessment and Evaluation Chapter 2Aug. 29 Ch 1 QuizAug. 31 Student Chapter PresentationSept. 2 “High-stakes” Assessment activity

127


Week 3 Ch 3: Preparation for Learning Chapter 3Sept. 7 Ch 2 QuizSept. 9 Student Chapter Presentation Graphic Organizers activity

Week 4 Ch 4: Assistance in Learning Chapter 4Sept. 12 Ch 3 QuizSept. 14 Student Chapter PresentationSept. 16 Text Dependent Questions activity

Week 5 Common Core Standards for ELA Standards Sept. 19 English Language Arts 6-12 Sept. 21 Ch 4 QuizSept. 22 Attend Professional Development for 10 extra credit pointsSept. 23 ELA Standards activities

Week 6 Ch 5: Learning Through Reflection Chapter 5Sept. 26 Quiz on ELA StandardsSept. 28 Student Chapter PresentationSept. 30 Using the Strategies activity

Week 7 Ch 6: Moving beyond the Traditional Textbook & Transmission MethodsOct. 3 Ch 5 Quiz Chapter 6Oct. 5 Student Chapter PresentationOct. 7 Readability activity

Week 8 Ch 7: Technology in Today’s Content Classrooms Chapter 7Oct. 10 Ch 6 QuizOct. 12 Student Chapter Presentation

Using Technology in Your Content Area classroom activity

Week 9 Reading Standards for Literacy in History/Social Studies/Science, and Oct. 17 Technical Subjects 6-12 StandardsOct. 19 Ch 7 QuizOct. 21 Reading Standards Activities

Week 10 Ch 8: Study Skills in the Electronic Age Chapter 8Oct. 24 Quiz on Reading StandardOct. 26 Student Chapter PresentationOct. 28 Study Skills activities

Week 11 Ch 9: Teaching Vocabulary Chapter 9Oct. 31 Ch 8 QuizNov. 2 Student Chapter PresentationNov. 4 Vocabulary Development activities

128


Week 12 Ch 10: Writing to Learn in the Content Area Chapter 10Nov. 7 Ch 9 QuizNov. 9 Student Chapter PresentationNov. 11 Writing activities

Week 13 Ch 11: Supporting Diverse Learners in Content Classrooms Chapter 11Nov. 14 Ch 10 QuizNov. 16 Student Chapter PresentationNov. 18 Meeting the Needs of Diverse Learners activities

Week 14 Case Studies of Real Teaching-Upper ElementaryNov. 21 Reading Lessons

Ch 11 Quiz

Week 15 Ch 12: Teaching in the Affective Domain Chapter 12Nov. 28 Ch 12 QuizNov. 30 Student Chapter PresentationDec. 2 Constructing Affective Domain Questions activities

Week 16 Final ExamDec. 5 10:30-12:30

Please complete the attached form and turn it in as documentation that you have read and understand this syllabus.

Reading in the Content Area

1. Please read the following statements.

2. Write your initials at the end of each statement after you have read it.

3. Sign and date this sheet.

4. Separate this sheet from your syllabus and pass it to the front of the room.

I have read and understand this syllabus. ___

I understand it is my responsibility to know what is expected on all assignments.___

129


If I don’t understand something I will ask the instructor for help well before the assignment is due. ____

I will check my e-mail every day and respond to my instructor within one day after she contacts me.___

I will do the reading each week and turn in my assignments on time.___

I will actively participate in class and get the most I can out of the class.____


Name: _____________________________ Date: _____________

130

Mathematics Concentration3LAKE ERIE COLLEGE EDUCATION DIVISION


EDP318 Survey of Mathematics

Betty CliffordAssistant Professor of Mathematics and Education Office: Garfield A-3Phone: 440 372-7377e-mail: [email protected] Hours:

Course Description: This course is designed for the education major. It covers critical thinking with practical applications; problem solving, including inductive and deductive reasoning. There will be various solving strategies using patterns, graphs, calculators, and technology. Mathematical systems will be approached using algorithmic methods, theoretical proofs, and arithmetic rules. The content of this course is designed to follow the NCTM standards and the Ohio Competency Based model for mathematics.

Required Textbooks: REQUIRED MATERIAL

Mathematical Ideas10th edition, by: Miller, Heeren, Hornsby, Addison-Wesley

Hans Magnus Enzensberger. (1996). The Number Devil, A Mathematical Adventure. New York. Metropolitan Books, Henry Holt and Co. 1997.

The Curious Adventure of the Dog in the Night-time, by Mark Haddon

Ohio Department of Education: Model Competency-Based Mathematics Program:Academic Content Standards; k – 12 Mathematics: Center for Curriculum and Assessment, Ohio Department of Education.

http://www.ode.state.oh.us/academic_content_standards/acsmath.asp

3 Template for Course Syllabi, Revised, 8-16-08, after feedback received from faculty at Faculty Retreat, 8-15-08

http://www.ode.state.oh.us/academic_content_standards/acsmath.asp


SUGGESTED MATERIALS:The class will be using the following sometime in the semester: Colored pencils or markers,

protractor, compass, scissors, calculator, Play dough or clay, graph paper, mira, tanagrams, regular deck of cards.

Course Objectives


This course will follow the NCTM standards:

Include numerous and varied experience with problem solving; Reflect on and clarify their own thinking about mathematical ideas and situations; Recognize and evaluate deductive and inductive reasoning; Make and evaluate mathematical conjectures and arguments; Apply mathematical thinking and modeling to solve problems from other disciplines, such as art,

music, psychology, science and business. Explore problems and describe results using graphical, numerical, physical, algebraic, and verbal

mathematical models or representations; Understand, represent, and use numbers in a variety of forms (number theory); Explore pattern and functions to describe, extend, and create. Explore statistics so that the student can systematically collect, organize and describe data; Make inferences and convincing arguments that are based on data analysis Study one, two, three, dimensional geometry so that the student can visualize and represent

geometric figures with special attention to developing spatial sense.

Finally, the student will study the changing nature of school mathematics, its relationship to other school subjects and its applications in society.

CONCEPTS COVERED (COURSE OUTLINE) Inductive reasoning, pattern recognition and problem solving techniques Set theory Numeration systems, modulo systems and groups Number systems and group theory Number theory, covering prime and composite number as well as special sequences, modular

systems and Fibonacci Sequence and the Golden Ratio Arithmetic of Real Numbers in various forms Basic concepts of Euclidean Geometry Counting methods Introduction to Probability and Elementary Statistics Introduction to History of Mathematics (course Readings)

132


Course Expectations

Attendance: Attendance is required for all students in all classes. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual class attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent). A student's grade will be reduced one letter grade for more than three (3) missed classes.




Late Work: Any late work will have the Grade Lowered by 5 percentage points per day late. Grading Scale:

Journal 10%Readings (2) 10% EachFour Exams 15 % EachExtension/Collaborative Investigations Collected assigned problems 10%

Grading scale:A 92 – 100 A- 90 – 92B+ 89 – 90 B 83 – 89 B- 81 – 83C+ 77 – 81 C 71 – 77 C- 69 – 77D+ 68 – 69 D 61 – 68 D- 59 – 61F below 59

133




Assignments

A. Assignments:1. Read text, assigned problems for preparation in class, (the assigned problems will not

necessarily be collected) and participate in classroom discussions

Reading Expectations: Students are expected to read the textbook and know the contents. The Professor does not read the textbook and then tell the students “what’s in it”. Supplement material will be given to enhance the text and facilitate learning.

2. Keep a journal throughout the semester.See pg. 42 of text.

In each chapter list the Ohio State Content Standards covered

This is to record properties, theorems, math ideas, math tricks, and quips. It is to be taken from class and readings.

Requirements will be discussed in detail on September 3.

3. Read The Number Devil, A Mathematical Adventure, by Hans Magnus Enzensberger. Metropolitan Books, Henry Holt and Co., New York. 1997.

Critique, and answer given questions.

4. Read The Curious Adventure of the Dog in the Night-time, by Mark Haddon.

Questions will be given in October.

5. End of chapter extensions or Collaborative Investigations

6. Four exams. There will be no calculator used on the exams, unless specifically needed.

134


GRADE CRITERIA FOR WRITTEN ASSIGNMENTS

Written assignments and essay examinations must:

1. convey a message related to topic2. include supporting examples3. follow a logical order4. use clear language5. answer the question6. provide a rationale for stated positions7. be typewritten

135

ReferencesINSTRUCTIONAL RESOURCES

Textbooks:

Dolan, Williamson, Muri (2000). Mathematical Activities for Elementary School Teachers,

A Problem Solving Approach: Reading, Mass. Addison-Wesley.

Enzensberger, Hans Magnus (1996). The Number Devil, A Mathematical Adventure:

New York. Metropolitan Books, Henry Holt and Co.

Kenda, Margaret and Williams, Phyllis (1995). Math Wizardry for Kids: Hauppauge,

New York. Barrons Educational Series, Inc.

Lewinter, Windulski. (2002). The Saga of Mathematics, A Brief History: New Jersey.

Prentice Hall.

Miller, Heeren, Hornsby (2001). Mathematical Idea’s, 9 th edition : Reading, Mass.

Addison-Wesley.

Videos:

Donald in Mathmagicland. (1959) Disney.

Books and Articles:

Callihan, Debbie (1979). How to Add Spice to Middle School Life: NCTM. Cleveland

Meeting

Dossey, Giordano, McCrone, Weir. (2002). Mathematics Methods and Modeling for Today’s

Mathematics Classroom: A Contemporary Approach to Teaching: Pacific Grove, Ca.

Brooks/Cole

Fagin, Vernon. March 19, 1979. “Why do I hafta learn that Stuff?”; The Plain Dealer,

Cleveland, Ohio.

Huntley, H. E. (1970) . The divine Proportion; a Study in Mathematical Beauty. New York,


New York. Dover Publications.

Krulik, Stephen. (1972). A mathematics Laboratory, Handbook for Secondary Schools.

Temple University, Philadelphia. W. B. Sanders. Co.

Lauverier, Hans. (1991). Fractals, Endless Repeated Geometrical Figures. Princeton,

New Jersey. Princeton University Press.

O’Daffer, Charles, Cooney, Dossey, Schielock. (2002). Mathematics for Elementary Teachers:

Addison-Wesley.

Ohio Problem Solving Consortium. (1990) Mathematical Problem Solving; Student Problems.

Miami University, Oxford, Ohio.

Ohio Department of Education. (2002). Academic Content Standards; k – 12 Mathematics.

Center for Curriculum and Assessment

137

Survey of MathematicsTentative Courses Schedule

A Teacher of mathematics has a great opportunity. If the teacher fills the allotted time with drilling students with routine operations, the teacher kills their interest, hampers their intellectual development, and misuses the opportunity. But if the teacher challenges the curiosity of the students by setting them problems proportionate to their knowledge, and helps them solve the problems with stimulating questions, the teacher may dive them a taste for and some meaning of independent thinking. George Polya

“How to Solve It”, 1957

Aug. 22 –Sept. 7 Introduction; Chapter I The Art of Problem Solving

Sept. 7 – Sept.- 16 Chapter 2 The Basic Concepts of Set TheorySept. 16 Exam I

Sept. 21 – Oct 5 Chapter 4 Numeration and Mathematical Systems

Oct. 5 The Number Devil paper due.

Oct 13 Begin The Curios Adventure of the Dog in the Night-Time

Oct. 7 – 0ct. 19 Chapter 5 Number Theory

Oct. 19- 28 Chapter 6 The Real Number System

Oct. 28 Exam II

Oct. 28 – Nov 9 Chapter 9 Geometry (Fractal, Tessellations, Escher Drawings)

Nov. 11 Chapter 10 Counting Methods

Nov. 16 Counting MethodsTake – Home Exam on Geometry

Nov. 16 - 18 Chapter 11 Probability

Nov. 23 – Dec. 2 Chapter 12 Statistics

Dec. 3, 5 Summary of course

December 6 - 10 Final Week Final – comprehensive.




EDP 420 Mathematics MethodsFall 2011

Betty Clifford, Professor of Mathematics and Education Office: Austin 303Phone: 440 372-7354e-mail: [email protected] Hours: Tuesday and Thursday 11:30 - 12: Wednesday 10:00 – 11:00

or by appointment

1. Course Description: Students will become familiar with instructional strategies and the appropriate use of technology in teaching mathematical concept. Emphasis will be place on the means of assessing the mathematical understanding of students through the use of real life problems. A wide variety of teaching techniques will be approached including; concrete/pictorial experiences, problem solving, cooperative learning, and computer/calculator technologies. The course discusses assessments or children’s mathematical understanding through: types of alternative assessment; state, national, and international reforms to change the focus of assessment; and the use of rubrics or scoring guides for assessing children’s work. While reviewing national and state standards, students will learn to teach mathematical concepts within a hands-on environment, with emphasis on discovery learning. Students will use the Ohio Competency-Based Models, Mathematics Academic Content Standards, to frame mathematics instruction, as well as appropriate use of the NCTM Principles for School Mathematics.

2. Education Department Sequence: Junior or Senior math major or Math Education major with ¾ of math content completed.

3. Required Textbooks:

Teaching Mathematics, a Sourcebook of Aids, Activities, and Strategies, 3rd ed.

Max Sobel and Evan Maletsky. Allyn and Bacon Publ.

Ohio Department of Education, (2001). Academic Content Standards, k-12 Mathematics. Columbus, Oh: Ohio Department of Education.

Common Core Standards in Matheamtics

NCTM Principles and Standards: http://standards.nctm.org/index.htm

139

http://standards.nctm.org/index.htm


Haddon, Mark. the Curious Incident of the Dog in the Night-time

Vintage Books. 2003.

Optional

Reys/Lindquist/Lambdin/Smith, (2009). Helping Children Learn Mathematics, (9th Ed.) Wiley

Miller, C. D/ Heeren, V. E./ Hornsby,(2002). Mathematical Ideas. (9th ed.). Addison Wesley

Materials needed: Calculator (grade appropriate) not a graphing will give example in class. Scissors, markers or colored pencils, glue, tape


The objective and assessment outcomes for this course are aligned with the Conceptual Framework of Lake Erie College, the professional organization, NCTM and NCATE, and the Ohio Academic Content Standards in Mathematics.

A. Academic Objectives

The pre-service teacher will be able to:

1. Use a problem-solving approach to investigate and understand mathematical content.

2. Communicate mathematical ideas in writing and orally, using everyday and mathematical language.

3. Explain the historical development in mathematics education, including the contributions of underrepresented groups and diverse cultures.

4. Identify and model strategies for teaching the following strands in a. problem solvingb. number and number relationsc. geometryd. algebra, patterns, relations and functionse. measurementf. Data analysis and probabilityg. Estimation

5. Use technologies as tools for teaching mathematics. 6. Learn to use a variety of manipulative and visual material for exploration and

development of mathematical.

B. Dispositions ObjectiveThe pre-service teacher will:

140


1. Realize the professional teacher seeks to keep abreast to new ideas and understanding in the field of mathematics.

2. Have enthusiasm for mathematics teaching and see connections to everyday life.

3. Appreciate individual differences, show respect for diverse talents of all learns, and is committed to helping them develop self-confidence.

4. Believe that all children can learn at high levels and persist in helping all children achieve success.

5. Make plans open to adjustment and revision based on student needs and changing circumstances.

6. Recognize a responsibility to serve as a positive adult role model.

C. Performance Objectives:The pre-service teacher will:

1. Create interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry across several subject areas.

2. Identify and design instruction appropriate to student’s stages of development, learning styles, strengths, and needs.

3. Use multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources.

4. Know how to ask questions and stimulate discussion in different ways for particular purposes.

5. Maintain appropriate records of student work and performance and will communicate student progress knowledgeably and responsibly, based on appropriate indicators, to the students, parents and other colleagues.

6. Realize, and be able to exercise, the need for developmental appropriate activities to reinforce learning and understanding.

7. Become proficient in the mathematics curriculum, instruction strategies, and resources for early childhood mathematics.

III. Course Outline

A. The Challenge of Teaching 1. Nations Report Card2. TIMMS3. NCTM

B. Long and Short Range PlanningC. Role of Problem SolvingD. Assessment in mathematics

1. the role of Assessment2. Principles of Assessment Practices

E. the Mathematics Curriculum

141


1. Curriculum Models2. Implementing a Course of Study

F. Teaching mathematics1. Planning for Instruction2. Teaching Tools and Strategy3. Teaching specific content

G. Enrichment Units for Secondary School Classroom

5. Links to the Conceptual Framework: To achieve the goals of the class, we will also follow the 2000 Principles and Standards for School Mathematics, which emphasizes: “Prospective teachers must be taught in a manner similar to how they are to teach – by exploring, conjecturing, communicating, reasoning, and so forth. … All teachers need an understanding of both historical development and current applications of mathematics. Furthermore, they should be familiar with the power of technology.”

Be able to select and direct activities that will accommodate the student’s capabilities to form, interpret, and apply mathematics.

Relate the mathematical concepts to the Benchmarks from the Ohio State Academic Content Standards.

To help accomplish this goal and prepare the student for mathematical methods this course will teach:

Toward logic and mathematical evidence – away from the teacher as the sole authority.

Toward mathematical reasoning – away from memorization. Toward conjecturing, inventing and problem solving – away from mechanics in answer

finding. Toward connecting mathematics, its ideas and applications – away from treating

mathematics as a body of isolated concepts and procedures. o Conceptual understanding will be accomplished through applications, real life

situations, essay answers as well as drill exercises. o Problem solving is designed to relate the lessons earlier taught with what will later

be applied. o Written assignments will aid the teacher in their mathematical communications.

6. Commitment to Diversity:

Be able to select and direct activities that will accommodate the student’s capabilities to form, interpret and apply mathematics.

Understand the student differences and needs in the classroom while desiring the most from all students.

Use their mathematics knowledge to approach individual learning styles and varied needs. Apply the mathematical content knowledge to make decisions in creating a productive learning

environment.

142


7. Commitment to Technology: Apply technology (calculators, computers, software, media, etc.) to develop major mathematical concepts and enhance problem-solving activities

8. Commitment to Reflection: The student will achieve a deep understanding of math methods and content throughout this course.

“For it is through the knowledge of the content to be taught that the teacher obtains a sense of what needs to be done and how to sequence the topics and ideas of the lesson for all learners.”

9. Lake Erie College Education Division Assessment Data Collected in this Course: (restriction applies). This section applies only to courses in which assessments and data collection are required to meet requirements for ODE or national accreditation approval. The following activities may be used for assessment and data collection:


Attendance: Attendance is required for all students in all classes. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual class attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent). If you miss a class, you must notify me at 375-7377 or e-mail [email protected] as soon as possible. Three excused absences are permitted per semester. (This includes sickness, death of immediate family, or other reasons approved by the administration/instructor). Each unexcused absence will result in a loss of 10 points from your attendance/participation grade.



It is the responsibility of students with disabilities to see available assistance at the College and to make there needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While

143



Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.

Late Work: 5 points will be deducted for every day late on a major assignment. Tests – Students are to attend every scheduled test. Test dates are generally made known to you well in advance. If you have an unexcused absence, you may not make up the test and your grade will be a zero.

Extensions – There are times when unexpected events may appear in your life. If an event should occur, please see me personally. Each case will be considered individually. Do not ask for an extension on the day an assignment is due

Grading Scale: 96-100 A 73-79 C94-95 A- 70-72 C-90-93 B+ 67-69 D+87-89 B 63-66 D84-86 B- 60-62 D-80-83 C+ Below 60 F



A. Weekly assignments:

1. Learning Log. 40 points is relatively short written assignments (1-2 pages) intended to think about key issues related to teaching and learning mathematics that arise for readings and classroom activities. These will be assigned at the end of one class and due at the beginning of the second class from the assignment. Periodical summaries. After some of the chapter readings, periodical readings will be assigned. Discussion will be part of class participation.

2. Discussion of National, State and Local test results. 30 pointsWill be discussed at a later date.

B. Methods/Resource Projects. 10 points per set : 100 points

C. Field Experience Research. Further information in week two.

1. Assessing problem solving strategies . 75 points. Two problem-solving strategies will be assigned. This will be related to field experience. Further information during the unit on assessment.

144


2. Fairy Tale Story Problems : 75 points. Write 5 story problems pertaining to a story (book). Each problem must be from a different grade and different content area.

3. Math in Literature, Power Point: 25 points

D. Semester Assignments

1. Unit Plan... (75 points) There are five content areas in the Ohio Standards. Create a unit plan for three, with a different grade being used for each plan. One of the unit plans will incorporate another field of study ( Language arts, science, social studies, languages, fine arts). Compare the methods, readability and activities in each.

2. Meeting the Ohio Content Standards. (25 points) You are to refer to Ohio Academic Content Standards, k – 12 Mathematics and identify the benchmarks associated with the areas and grade level you had chosen in the unit plan.

3. Mini-Lessons (as scheduled) 30/40 points Two, twenty minute lessons, to demonstrate your competency in the learning outcomes from the Ohio and NCTM standards, You will have prepared a proper lesson plan, (following the Lesson Plan Format), provide handouts, etc. Once you have decided the concept you would like to teach, seek approval in advance, so that not everyone will teach the same content. Instructor has the privilege of choosing the content and/or grade level. The two lessons must be over different grades and topics.

Tests: Cumulative

Midterm Exam: 100 points

Final Exam Analyses of Teaching (100 total Points)The main purpose of this project is to help you continue to develop the ability to analyze, critically reflect on, and learn from reformed-oriented mathematics teaching. You will observe videos from www.learner.org/index. or teachscape. As you observe, you will take notes on events that take place in that segment, notes that will be used to analyze—in groups and individually—three aspects of the situations: the mathematical ideas, the children’s understanding of these ideas, and the teaching that was related to their understanding.

Grading Criteria: Total 750 points (Subject to change)items Points

Attendance/punctuality/participation 30Class chapter readings/periodicals 40Nation’ Report Cards/ TIMSS 30Methods/resource projects (10) 50 Assessing Problem Solving Strategies 75Fairy Tale Story Problems 75Math in Literature 50Math in Literature Power Point 30Unit Plan 75

145

http://www.learner.org/index


Ohio State Standards 25

Mini-Lessons (2)30/40 70

Midterm 100Final 100

13. References and Additional Resources:

Devlin, Keith. (2000). The Math Gene. Basic Books, Great Britain.

Mooney, C. G. (2000). Themes of Childhood: An Introduction to Dewey, Montessori, Erickson, Piaget & Vygotsky. St. Paul, MN. Redleaf Press.

Singer, D. G. and Revenson, T. A. (1996). A Piaget Primer: How a Child Thinks. (Revised ed.). New York. A Plume Book. Penguin Putnam.

Van de Walle, John A (2001). Elementary and Middle School Mathematics Teaching Developmentally (4 th ed. ). Ally and Bacon.

NCTM Principles and Standards, 2001. National Council of Teachers of Mathematics

Barton, Mary, and Heidima Clair. Teaching Reading in Mathematics, 2 nd ed . (2002). Mid-continent Research for Education and Learning.

NCTM. Mathematics Assessment: Cases and Discussion Questions, NCTM. Mathematics Assessment: a Practical Handbook for grades K – 2.

Periodicals and Journals:

Teaching children mathematics Mathematics teaching in the Middle School Mathematics teacher Journal in Research in Mathematics Education Ohio Journal of School Mathematics

Internet pages:

Textbook: www.wiley.com/college/reys NCTM www.NCTM.org Ohio Department of Education www.ode.state.oh.us Discovery.com lesson plans http://school.discovery.com/schrockguide/math.html Lesson planz

http://www.lessonplanz.com/Lesson_Plans/Mathematics/_Grades_3-5/index.shtml Ohio Council of Teachers of Mathematics The OCTM has approximately 3,000 members in the

State of Ohio and has been in existence since 1951. Use the buttons on this page to take you to the areas of the site that you want to see. www.Ohioctm.org

National Library of Virtual Manipulatives http://www.matti.usu.edu National museum of American history: http://americanhistory.si.edu/teachingmath/

146

http://americanhistory.si.edu/teachingmath/

http://www.matti.usu.edu/

http://www.Ohioctm.org/

http://www.lessonplanz.com/Lesson_Plans/Mathematics/_Grades_3-5/index.shtml

http://school.discovery.com/schrockguide/math.html


http://www.NCTM.org/

http://www.wiley.com/college/reys


The Math forum@ Drexel (Exceptional) http://mathquest.com

Games for math: www.funbrain.com/teachers/index.html Teachscape: This course highlights three components that research has identified as key to

effective mathematics teaching. They are teacher content knowledge, listening to and interpreting student thinking, and the use of formative assessment. The course provides the rationale and pedagogy that underlie these practices. Video examples and reflective activities create the foundation for applying the ideas to mathematical instruction at any level.

http://www.teachscape.com/tsp/web/orgpreview/oid/12425? username=jHoKYjpC8Fz8b91vGWu7q96eJ7V12c&password=4oWTED6Spb&c=true

Annenberg Media http://www.learner.org/index.html Teacher professional development and classroom resources across the curriculum

Mathematics Illuminated http://www.learner.org/courses/mathilluminated

147

http://www.learner.org/courses/mathilluminated

http://www.learner.org/index.html

http://www.teachscape.com/tsp/web/orgpreview/oid/12425?username=jHoKYjpC8Fz8b91vGWu7q96eJ7V12c&password=4oWTED6Spb&c=true

http://www.teachscape.com/tsp/web/orgpreview/oid/12425?username=jHoKYjpC8Fz8b91vGWu7q96eJ7V12c&password=4oWTED6Spb&c=true

http://www.funbrain.com/teachers/index.html

http://mathquest.com/

Social Studies Concentration



EDA 401 (AYA)/EDP 422 (MC): Social Studies Methods

Fall 2011Dr. Linda SiegelAssistant ProfessorGarfield A [email protected] Hours Mondays or by appointment

1. Course Description: Students will work with a specialist who is a professional teacher in their content area and plan lessons, assessments, classroom organization materials, content standards and techniques for effective instruction and learning in integrated social studies.

2. Education Department Sequence: This course does not require a prerequisite although it does require special permission by the Teacher Education Committee to take if the Education Department Interview has not been passed.

3. Required Textbooks: ODE Social Studies Content Standards, NCSS Content Standards


Upon completion of this course, students are expected to:

8. identify ways to plan and organize a social studies program9. develop global perspectives10. demonstrate the ability to plan and compose a social studies unit 11. plan and develop materials for an integrated unit of instruction. 12. demonstrate knowledge of ODE SS Content Standards 13. identify, locate, and exhibit knowledge of how to use materials, media, and technology

available to help implement a social studies program. 14. align assessments to goals for student learning

5. Links to the Conceptual Framework: This course contributes to the development of teacher candidates most specifically in content knowledge and pedagogue in the Social Studies.




















6.4 Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.

6. Commitment to Diversity: The 1st theme in of NCSS is Culture. “Social studies curriculum should include experiences that provide for the study of culture and cultural diversity.”

7. Commitment to Technology: The 8th theme in of NCSS is Science, Technology, and Society. “Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. Science, and its application, technology, affects cultural change and people’s interaction with their world. Technological advances allow people around the world to be connected instantaneously beyond their immediate locations. Modern life as we know it would be impossible without technology and the science that supports it.”

149


Teacher candidates explore how technology selection facilitates and constrains the learning outcomes of the social studies content standards.

8. Commitment to Reflection: see journal assignment for detailed explanation

9. Field Experience and Student Teaching Requirements Application of principles and concepts learned in this course will be applied to field experiences as available.


e. Attendance: The academic program at Lake Erie College operates on the assumption that learning is advanced by regular attendance. It is the responsibility of the student to arrange and make up work, at the convenience of the instructor. If you must miss a class, you must notify the professor through email. This absence will be considered excused if it is because of sickness, death of immediate family, or other reasons approved by the college administration. In most cases, graded work for that day may receive full credit.

f. Academic Dishonesty: Academic dishonesty is a complete betrayal of the mission of Lake Erie College and will be taken seriously. We believe that a student who has been punished for three separate incidents of academic dishonesty should be expelled from the college. For a complete description of the policies and procedures, please read your college catalog.

g. Disability Statement: Any student having an identified disability must report to the Disabilities Coordinator; it is the student’s responsibility to make this contact and to supply the necessary documentation. As appropriate, special accommodations will be discussed with and arranged by the Disabilities Coordinator.Both the Student Success Center and the Math and Languages Tutorial Labs support students in all aspects of attaining academic excellence in coursework. Students are encouraged to use these services.

h. Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.

11. Grading Scale:

100-96 A 93-90 B+ 83-80 C+ 69-67 D+

95-94 A- 89-87 B 79-73 C 66-63 D

86-84 B- 72-70 C- 62-60 D - 59 Fail

12. Assignments: see LEO

Class assignments: see Leo

150


Social Studies Unit: Students will work both independently and in groups to compose an integrated unit. Presentations of the unit will be delivered at the end of the course. NCSS/ODE SS Standards will guide the development and composition of the unit.

All elements of classroom learning (i.e. lesson plans, artifacts, resources, research findings, models, etc.) A complete description of the criteria of the unit will be discussed in class. Group work will make up 25% of the unit grade and individual work will be 75% of the unit grade.

13. Calendar: see LEO

References

Academic Content Standards K – 12 Social Studies (Ohio Department of Education)

(online) http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?

page=3&TopicRelationID=335&ContentID=852&Content=18582

Bowman, R.P., et. al. (1994.) Helping Adolescents Build Cultural Bridges,

Developmental Resources, Inc. Chapin: South Carolina.

Fry, T.S. (2000). Multicultural perceptions held by preservice social studies teachers,

Journal of Critical Inquiry into Curriculum and Instruction, (2)2.

Glover, R.J., OՄonnel, B.K. (2003) Understanding human rights, Social Studies and the

Young Learner, 1.

Marzano, Robert J., Pickering, Debra J., & Pollock, Jane E. (2001). Classroom

instruction that works: Research-based strategies for increasing student

achievement. Alexandria, VA: Association for Supervision and Curriculum

Development.

Taylor, R. Retrieved from http://www.rogertaylor.com/ Curriculum Design in

Excellence, Inc. August , 2008.

National Council for the Social Studies. (2003). Notable Social Studies Trade Books for

Young People, Social Education, (67) 4.

151

http://www.rogertaylor.com/


Science ConcentrationEDP 424 Middle School Science Methods

Mondays/Wednesdays-4:30-6:35 pmMrs. Joyell Weimer

(work) 440-354-4394 ext. 7154

(home) 440-221-8444

[email protected]

Office hours- Mondays/Wednesday 2:30-4:00 pm by appointment

Course Description: This course is designed to provide the teacher candidate with a comprehensive knowledge of instructional practice and contemporary research for early childhood students. Hands-on techniques, instructional hints, assessments, materials, and local community-based partnerships will provide the central focus of the course.

Education Department Sequence: This course will prepare the teacher candidate with instructional strategies, methods, and classroom experience. The information and knowledge obtained in class will be utilized during Field I, Field II, and student teaching.

Required Textbooks:

Ohio Department of Education. (2003). Academic content standards k-12 science. Columbus, OH: Author

Course Objectives

The objective and assessment outcomes for this course are aligned with the Conceptual Framework of Lake Erie College, the professional organization (NAEYC, NMSA, etc.), and the Ohio Academic Content Standards (in Science).

Knowledge: The teacher candidate will:

Identify the resources and materials upon which science education is presently organized (CF I-A, C).

Describe some hands-on science experiments based on prescribed state and national standards (CF IV-A, D; VII-D).

Understand the importance and nature of scientific inquiry and how to utilize the skills and process of inquiry in lesson development and instructional delivery (CF I-D).

Be able to select and use appropriate equipment, materials, and resources for conducting lab experiments and related learning activities (CF IV-A, B; V-C; VI-A, B, C, D,).

Demonstrate a variety of appropriate assessment techniques (CF I-A; III-A, B, C; VII-A, B, F). To have a working knowledge of the content standards of the Ohio Department of Education as

well as the suggested standards for the National Science Education Association (CFI-C,D;III-B).

152


Skills: The teacher candidate will:

Be able to plan and implement a science environment appropriate for discovery in both formal and informal settings (CF I-D; IV-A, C, D; V-A, C, D, E).

Identify and utilize effective classroom management and organization techniques (CFV-A, B, C, D, E; VI-B).

Demonstrate an awareness of the individual differences among students (CF IV-A, B, C, D; V-A, E).

Be aware of the need for a scientifically literate citizenry (CF III-A, B, C). Be able to describe methods of authentic assessment for achievement (CF I-A; III-A, B, C).

Dispositions: The teacher candidate will:

Confidently deliver developmentally appropriate lessons in an effective and engaging manner. (CF I-B).

Be aware of and respond to culturally diverse student populations in classes (CF I-A; II-A, B; V-A, B, C, D).

Course Expectations

Attendance: Attendance is required for all students in all classes. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each teacher candidate is expected to maintain regular and punctual class attendance. Each teacher candidate is responsible for obtaining class notes and is responsible for all material covered (even if absent). A teacher candidate's grade will be reduced one letter grade for more than two (2) missed three (3) hour classes.

Academic Dishonesty, Plagiarism, and Cheating: The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a teacher candidate seriously impugns the integrity of Lake Erie College and the teacher candidate and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.


It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness.

153


All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.

Late Work: A teacher candidate's grade will be reduced one letter grade each day the work is past the due date; therefore, after the fourth (4) day the assignment will not be accepted.

Grading Scale: 96-100 A94-95 A-90-93 B+87-89 B84-86 B-80-83 C+73-79 C70-72 C-67-69 D+63-66 D60-62 D-Below 60 F



References

Dodge, J. (2005). Differentiation in action. A complete resource with research-supported strategies to help you plan and organize differentiated instruction—and achieve success with all learners. New York, NY: Scholastic

Friend, M., & Pope, K. L. (2005). Creating schools in which all students can succeed. Kappa Delta Pi Record, 38(4), 156–161.

Gardner, H. (2006). Multiple intelligences: New horizons. New York, NY: Basic Books.

Gray, K., & Waggoner, J. (2002). Multiple intelligences meet Bloom’s taxonomy. Kappa Delta Pi Record, 38(4), 184–187

Heacox, D. (2002). Differentiating instruction in the regular classroom; How to reach and teach all learners, Grades 3–12. Minneapolis, MN: Free Spirit.

154


Heacox, D. (2008). Critical elements in differentiating instruction for academically diverse classrooms. Minneapolis, MN: Free Spirit.

Heacox, D. (2009). Making differentiation a habit: How to ensure success in academically diverse classrooms. Minneapolis, MN: Free Spirit.

Johnson, D., and Johnson, R.(2001). Cooperative learning. Retrieved on Monday, August 20, 2007 from http://www.clcrc.com/pages/cl.html.

Landsberger, J. (1996) Problem-based learning. Retrieved on August 22, 2007 from http://www.studygs.net/pbl.htm

Marzano, R., (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development

Ohio Department of Education (ODE). (2003). Academic content standards K–12 science. Columbus, OH: Author.

Ohio Department of Education (ODE). (2010). Academic content standards K–12 science. Retrieved from http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1705&ContentID=76585&Content=94865

Tomlinson, C. A. (1995). Deciding to differentiate instruction in middle school: One school’s journey. Gifted Child Quarterly, 39(2), 77–87.

Tomlinson, C. A. (1999). Mapping a route toward a differentiated instruction. Educational Leadership, 57(1), 12–16. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdf?vid=14&hid=51&sid=297f1615-6961-4e39-82c0-33aa2abf9d1b%40sessionmgr3

Tomlinson, C. A. (2000). Reconcilable differences? Standards-based teaching and differentiation. Educational Leadership, 58(1), 6–11.

Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A., & Demirsky Allan, S. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

155

http://www.clcrc.com/pages/cl.html


Tomlinson, C. A., & Eidson, C. C. (2003). Differentiation in practice: A resource guide for differentiating curriculum, Grades 5–9. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction + understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

Wormeli, R. (2007). Differentiation: From planning to practice grades 6-12. Portland, ME. Stenhouse Publishers.

Assignments: High expectations are in place for the teacher candidate in regards to assignment completion. All assignments will be typed in Microsoft Word using Times New Roman, 12” font, with 1” left and right margins. Use of proper APA citation is required. Grading rubrics will be shared by the instructor and expectations will be discussed with the teacher candidate before completion of all class assignment.

Calendar: Will be given to students at the beginning of each month of class.

156

Attachment BFaculty Vita

Richard J. Bonde

Employment:

2004-2011 Lake Erie College, Assistant Professor: Teaching Graduate and Undergraduate Courses in Education Dean of Education Division

Earned Degrees and Areas of Study:

Institution Date Degree Concentration

John Carroll University 1972 BAMajor: HistoryMinor: Math

John Carroll University 1975 MA Guidance & CounselingCleveland State University 1998 Ph.D Urban Education

Professional Experiences:

1072-1978 Willowick Middle School Mathematics Teacher-Grades 7-9

1978-1980East Shore CenterPainesville, Ohio

Special Education TeacherHigh School (SED)

1980-1987Villa Angela AcademyCleveland, Ohio

Teacher: Math and Social StudiesHigh School

1987-1990St. Joseph High SchoolCleveland, Ohio Principal

1990-1994Chardon High SchoolChardon, Ohio Principal

1994-1997Kirtland High SchoolKirtland, Ohio Principal

1997-2004Lakeside High SchoolAshtabula, Ohio Principal

2004-2005 Lake Erie CollegeAssistant ProfessorMiddle School Coordinator

2005-2007 Lake Erie College Area Chair: Education Division2007-2008 Lake Erie College Dean: Education Division


BETTY CLIFFORDAssistant Professor Mathematics

Assistant Professor Education

EDUCATION

MS Mathematics – the Cleveland State University 1984BS Mathematics – the Cleveland State University 1973Ohio State Licensure: AYA Mathematics

EXPERIENCELake Erie College - Dual Appointment

Full Time: Fall 2003 – PresentAssistant Professor of Mathematics Assistant Professor of Education

Learning community Faculty Representative: Science, Health, Environment and Math Creates activities to involve freshmen into their community.Attends college functions with LEC students to keep them involved.Works with SH&E Faculty to promote the community.Instructor of the HU125 (HU110) course for the LC-SHEM

Adjunct: 1985 – 2003.

The Cleveland State UniversityAdjunct professor of Mathematics: 1981 – 1984

South Euclid Lyndhurst School: 1973 -1980Teacher – Middle School and High School Mathematics

HONORS AND AWARDSHonorary member of National Mortar Board of Lake Erie College, March 2012Excellence in Teaching – Lake Erie College, May 2007

STUDENT HONORS AND AWARDS Spring 2012 – An AYA math student will present at the October OCTM Conference in

Columbus. She received the Ohio Council of Teachers of Mathematics Award (one of six awarded from the colleges in Ohio).

2011-2012 – One graduate in the Honors program, presented at the Senior Honors Night. This student was accepted into University of Tennessee PhD Mathematics Program. She was one of sixteen accepted and is attending IMMERSE, University of Nebraska,

159


2010-11 - Two graduates were in the Honors program and presented at the senior Honors night. One math major received the Ohio Council of Teachers of Mathematics Award (one of six awarded from the colleges in Ohio).

2009-2010 – Three graduates were in the Honors program and presented research on senior Honors night.

o Mathematics graduates successes follow: A math major received the Ohio Council of Teachers of Mathematics

Award (one of six awarded from the colleges in Ohio). A math major was accepted at University of Cincinnati for Doctorate

of Pharmaceutical Studies. A Math Major recognized at Senior Convocation for Education Student

of the Year. A math major received the Presidential Honors’ Award. Four other graduates in math resulted in two being accepted in

graduate schools, one working in finance, and one in PhD program; one teaching; and one working in quality control in industry.

MATHEMATICS AND MATH EDUCATION ACTIVITIES

Organized a Senior Research Presentation and Dinner, in conjunction with activities of our Mathematics Club.

Host annual Pi Day Celebrations (a part of Histry of Mathematics curse). Attended the Rose Holman Undergraduate Research Conference with students. Attended the Undergraduate Research Conference with students where one senior

AYA student presented. These interpersonal relationships we develop last outside of the classroom and beyond graduation.

Attended STEM-Common Core Standards workshop in Toledo with AYA and Middle School Math Methods Students.

Presented “What do I learn in College” with AYA and Middle School Math Methods Students present at Fairport Harbor Schools: Students presented activities that they do in college math classes to grades 7 – 12.

Participated in Family Nigh Math with Early Childhood Math Methods students. Held Math Praxis II review nights: Fall, Monday nights form 6:30 – 8:30

Spring, Wednesday nights from 6:30 – 8:30. Attended and presided over implementation of Common Core Standards Workshops

and Professional Development.

ASSOCIATIONS GCCTM – Greater Cleveland Council of Teachers of Mathematics OCTM – Ohio Council of Teachers of Mathematics

160


NCTM – National Council of Teachers of Mathematics MAA – Mathematics Association of America

RESPONSIBILITIES IN THE DIVISION OF EDUCATION

TEACHING COURSE LOAD IN EDUCATIONEDP318 Survey of Mathematics

EDE320 Math methods for Early Childhood

EDP420 Middle School Math Methods

EDA401 Math Methods for AYA (Adolescence and Young Adults)

MT105-106 Math for Education – New Course

(This course will complete the General Education Requirements for Early Childhood and Special Education majors.)

OTHER RESPONSIBILITIES and ACHIEVEMENTS IN EDUCATION

AYA Mathematics ProgramCoordinate the mathematics curriculum to align with Ohio Department of Education

Correlate the NCATE and NCTM standards with appropriate courses. Match the math program to the SPA’s need for ODE/Regents approval

Mathematics Success:AYA math majors received the Ohio Council of Teachers of Mathematics (OCTM) scholarship for the following years: 2009, 2010, and 2011.

Math advisor to AYA math students(and Science) Advise the math content courses

o Created Four-year plan for AYA math.o This included both math and education courses.

Work with students individually, to review for PRAXIS. This is on my own, not an assigned duty.

Work with Middle School math license pre-service students on completion of math requirements

o This involves creating independent study courses to enhance their content and fulfill the credit hour requirements.

Advised four-year schedule for AYA science license.Proposal for Math AYA accreditation

Aligned coursework and syllabi to meet the standards for the NCTM, National Council for Teachers of Mathematics.

Aligned curricula inclusive of all math courses to meet PRAXIS II standards. Aligned Mathematics coursework to meet licensure requirements in Ohio.

Courses created Added the courses, History of Mathematics and Discrete Mathematics to the math

curriculum. The courses were need for accreditation and strengthened the math program.

161


RESPONSIBILITIES IN THE DIVISION OF MATHEMATICS AND SCIENCE

Instruct 12 semester hours Having appointments in both mathematics and education usually results in a course

overload. My course load averages 14 – 15 hours a semester, three courses in the math department

and one/two in the education department.As acting department head of mathematics my responsibilities include the following:

Interview and hire mathematics adjuncts, Oversee their courses, teaching methods, and intervene when necessary, and Counsel adjuncts about students, content, and/or grading.

My advising responsibilities include: Math majors, PSEO students, and Working with at-risk students.

Tutoring Students I am always available for my students as well as students in other math classes to answer

questions and help with their math. Many times I will have several students working outside my office so that they can ask

questions as they studyScheduling of math courses. Within this responsibility I

schedule all math courses for best use of classroom space and faculty. request room and order textbooks for adjuncts. wrote the syllabi for MT104 and MT107 so all adjuncts are following common course

expectations. coordinate the upper level courses with the science department and education department

so students have the minimal amount of course conflict.Placement of incoming freshmen

Improvement to math department:o From one MT210, Calculus, class of 14 students to three (3) calculus classes with a

total of 60 students, o From one MT109, Precalculus, class of 20 to four (4) Precalculus classes with a total

of 100 students. The number of MT104, Basic Algebra, classes has been reduced from 5 classes to 3. Keeping with the philosophy of Lake Erie and its mathematics department, the placement is

design to continue the academic growth of the student: stimulating his/hers interest and challenging their minds.

Placing a first year student in the mathematics course that is a continuation of what they have had will prohibit boredom; create good study habits and more likely a desire to continue learning at a higher level.

If the students are place correctly early, LEC will have fewer students in their junior and senior year requesting to take a specific math course required for admission into graduate school.

Academic Learning Center Mathematics Lab: Created the definition, requirements and responsibilities of the Academic Learning Center Mathematics Lab

During spring and summer of 2009, I researched Math Learning Centers and designed the program.

I consulted with Dr. Collis, Dr. Schwartz and Dr. Robinson.

162


Working with Mr. Kramer and the coordinators of the Academic Advising in making this Lab a success.

Recommending, hiring and overseeing the math tutors. Tutors will have bi-weekly meetings with Mr. Kramer and myself Students use the lab as a source for guidance with homework problems and class projects The MT104 class is attending weekly and MyMathLab computer program is integrated into

the course.Redesigned the requirements for the mathematics major:

We are now aligned in content with colleges of our size. This is an on going project and will be reviewed as the college grows.

The courses now offered allowed Lake Erie College to receive accreditation for AYA. There are two possible degrees: BA in Mathematics, for the Education major, and BS in

mathematics. Defined the requirements for a minor in mathematics New requirement of Senior Research in the student’s field of interest.

Created the four year schedule for math majorsEvery advisee receives a four year plan.

Students are able to complete their degree in four years, with minors in many areas Students are able to have double majors because they know what courses are offered

and when to take them. The math major courses have been on a two-year cycle and listed as such in the

catalogue o Student know when to take a specific courseo Creates larger class size.

COURSES CREATED:

Department of Mathematics Department of EducationMT303 History of Mathematics EDP318 Survey of MathematicsMT300 Modern Geometry and Logic EDP420 Middle School Math MethodsMT209 Discrete Mathematics EDA401 Math Methods for AYA (Adolescence and

Young Adults) MT370 Mathematics and Literature**MT370 Numerical AnalysisMT370 Elementary Number TheoryMT105 – MT106 math for Education – newCourses to be implemented in Fall 2012

** Mathematics and Literature was an elective course. Its purpose was to find mathematics in fiction, poetry, plays, films, short stories, and novels. There were 12 students in the class with a diverse selection of majors.

MT107 Applied College Algebra

Redesigned the content for MT107 Applied College Algebra to fit the needs of the student population of Lake Erie College in the Fine Arts and Humanities areas.

163


Completed the process of assessment with scope and sequence indicators together with the instructors of MT107, Applied College Algebra and MT109.

Provided adjuncts with a comprehensive syllabus for MT107 and MT109 Created a pre-test and post-test assessment for all students taking the course.

164

COURSES TAUGHT: *Currently the instructor:

Department of Mathematics Department of Education

MT324 Modern Abstract algebra * EDP318 Survey of Mathematics*

MT323 Modern Linear Algebra * EDE420 Math methods for Early Childhood *

MT311 Intermediate Analysis EDP420 Middle School Math Methods *

MT303 History of Mathematics * EDA401 Math Methods for AYA (Adolescence and Young Adults) *

MT300 Modern Geometry and Logic *

MT211 Calculus and Analytical Geometry II

MT210 Calculus and Analytical Geometry I

MT110 Precalculus II *

MT109 Precalculus I *

MT107 Applied College Algebra *

MT104 Basic Algebra

MT370 Mathematics and Literature**

MT370 Numerical AnalysisElective course – Special TopicsMT370 Elementary Number Theory, Sp 2011Elective course – Special Topics

Miscellaneous

Submitted a proposal for an IT and Computer Science major for the Department of Science and Mathematics per the request of the administration.

Headed the Search for the position of Assistant Professor in Mathematics. Served on various ad hoc committees, AQIP and Faculty Secretary, Athletic Council Faculty

Representative, Faculty Budget Committee.

Katharine Delavan, Ph.D.

328 Bunker AveWillowick, OH 44095

440-295-0991 (Home)440-375-7167 (Work)

Email:[email protected]

Earned Degrees and Institution Date Degree Concentration

Areas of Study: The University of Michigan-Dearborn 1994 BA History/Psych

Oakland University 2000 M.Ed. Early Childhood Ed.

Oakland University 2005 Ph.D. Early Childhood Ed.

College Level Teaching Experience and Responsibilities

2006-present Associate Professor and Coordinator of Early Childhood EducationLake Erie College 391 W. Washington StreetPainesville, OH 44077 440-375-7167

Teach early childhood licensure courses (PreK-3rd Grade). (4 per semester) EDE 304 Child Development and Learning; EDE306 Curriculum Development

and Implementation; EDE307 Fine Arts in Early Childhood; EDE308 Family and Community Relations; EDC321 Phonetic Approaches to Reading; EDE323

Reading and Language Arts in Early Childhood; EDC324 Reading Diagnosis and Correction; EDC325 Reading, Writing Workshop; EDE410 Literature-Based Reading; EDM595 Anti-Bias Curriculum; EDM501 Issues in Education

Advise 60+ early childhood PreK-3rd Licensure candidates.

Work collaboratively with the Education Dept. to maintain TEAC/OBR accreditation, and provide service to community agencies. Wrote four

program assessments for NCATE/ODE accreditation: Integrated Unit Assessment Rubric, Mock Praxis II Comprehensive Exam, Service Learning Project Rubric and Developmental Child Case Study Rubric.

Developed a Master’s level Anti-Bias Curriculum course. Developed new Early Childhood Development and Instruction Bachelors, non-licensure program, and an ECE Master’s Degree program.


2005-2006 Part-time Instructor, ECEBaker College, Allen Park, MI

Responsible for planning and implementing course content of weekly sessions. Incorporate technology in instruction through the use of PowerPoint presentations and internet resources. Organize instruction time to include lecture and discussion, hands-on experiences, group work and oral presentations. Administer tests on student knowledge of course content. Analyze written assignments and off site observations. I am currently teaching: Developing Anti-Bias Curriculum and Introduction to Early Childhood Education. During Winter 2006, Infant and Toddler Care, Cognitive Activities for Young Children, Guidance and Discipline and Developing the Early Childhood Curriculum. Spring 2006, School Age Child and Assessment and Observation Methods.

2001 to 2003 Part-Time Instructor, ECESchoolcraft College, Livonia, MI

Adjunct Faculty for Master’s Practicum in Early Childhood EducationOakland University, Rochester, MIResponsible for supervising groups of graduate students during atwo week summer practicum at the Lowry Center. Participated in team teaching and attended regular meetings to plan and discuss issues. I was responsible for teaching the graduate students how to implement documentation and embedded assessment through digital photography, anecdotal notes, and portfolios.

Early Childhood Classroom Teaching Experience

2002-2005 Full Time Pre-Kindergarten Teacher- Primary ProgramAcademy of the Sacred Heart, Bloomfield Hills, MI

Responsible for assessing the development of a pre-kindergarten Home base group of nine children. Operating the primary playroom for the pre-kindergarten and kindergarten children. Team teaching with the kindergarten and first grade teacher and planning cluster activities and conduct team parent/teacher conferences, three times a year. Attend regular department, all school and division meetings. During the camp session I planned and implemented the daily cooking class for five groups of children between the ages of four and seven years of age.

1997- 2002 Full Time Head Teacher Echo Park School, Farmington Hills, MI

Responsible for planning and implementing curriculum for the three-year-old classroom. Independently conducted parent/teacher conferences and supervising two assistant teachers. Developed after school enrichment courses: cooking and tea party.

1997-2000 Brookside Day Camp Director Cranbrook Educational Community, Bloomfield Hills, MI

1995-1996 Substitute Teacher and Aftercare Co-DirectorThe Roeper School, Bloomfield Hills, MI

167


Committees 2010-2012 Honors, Study Abroad and Internships Committee2009-2010 Executive Member of AAUP Chapter

Current Research

2011-2012 Action research on training pre-service teacher candidates to use the Journey North website and the related resources to plan and implement a project-based unit on the monarch migration. This is a collaborative research project with a cohort in Georgia at Albany State University. Partnership Science Education Grant $310.

2009 – Present Conduct continuous research on local Underground Railroad history to establish legitimacy of local UGRR lore. Locate primary documentation on local abolitionists and free blacks living in Ohio at the time of slavery. This research is translated into lessons for pre-service teachers and local classrooms.

2009-Present Established a collaborative partnership with Ursuline College’s Department of Historical Preservation and Interpretation to compile an exhaustive collection of documentation on Dr. John Mathews of Painesville, OH.

Community Service

2006- Present Board Member of CARES Literacy Coalition

2006- Present Public Policy board member of NAEYC affiliate, Tri-County Association for the Education of Young Children- Coordinate the Week of the Young

Child Event.

2007- Present Organize annual the Storytelling Harvest and Seuss-athon! in collaboration with CARES Literacy Coalition.

2007-2011 Collaborate with Maple Elementary School (Painesville City School District) in initiating the TEAM-Up Project. Pairing 3rd graders with high achieving

5th graders mentored by Lake Erie College students. Assess learning outcomes in reading comprehension, fluency and overall academic achievement.

2007 Youth Programs Volunteer at the Lake County Historical Society

2008 Ohio Board of Regents (OBR) Early Childhood Education Articulation Committee: Serve on the Building Families and Communities Subcommittee. Defined

learning outcomes for Ohio colleges and universities to align their early childhood education courses to be considered for statewide

TAG initiative.

168


Presentations

Delavan, K.R. Liberty Hollow: The Eber Howe House and the Underground Railroad.

Lake Metro Parks EcoCafe. Concord, Twp., OH. June 20th, 2012.

Delavan, K.R. Painesville at the Crossroads to Freedom. Delta Kappa Gamma Sorority

meeting. Painesville, OH. April 17th, 2012

Delavan, K.R. Painesville at the Crossroads to Freedom: Bringing History to Life

Through Experiential Learning and interactive Technology. National Social

Science Association Summer Conference. Seattle, WA. July 31st-Aug 4th 2011.

Delavan, K.R. Painesville at the Crossroads to Freedom: Bringing History to Life

Through Experiential Learning and interactive Technology. National Parks

Service 2011 National Underground Railroad Conference, Cincinnati, Ohio. July

15-18th 2011.

Delavan, K.R. Painesville at the Crossroads to Freedom. Presentation at Barnes and

Noble, Mentor, OH. February 20, 2011.

Delavan, K. R.. Painesville at the Crossroads to Freedom. Presentation to the Lake Erie

College Board of Trustees. October, 23rd 2010

Delavan, K. R. Painesville at the Crossroads to Freedom. Professional

development seminar at Lake Erie College, Painesville, Ohio. July 14-16, 2010

Delavan, K.R.. TEAM-UP Program. OCTEO Conference. Columbus,

OH. April16th, 2010.

Delavan, K.R. Using Music to impact student learning of content standards (K-

12). NEOEA Day Professional Development Seminar at Lake Erie College.

October 17th 2008 and November 1st 2008.

169


Delavan, K.R. Infant and Toddler Care in Reggio Emilia, Italy. A workshop

presented for caregivers. 13th Annual 4C Community Sharing for Healthy Caring. Saturday, November 15th, 2003.

Delavan, K.R. Infant and Toddler Care in Reggio Emilia, Italy. A workshop

presented for caregivers. MDAEYC Fall Conference. Saturday, October 18th,

2003.

Delavan, K.R. Visit to Reggio Emilia, Italy. A workshop presented to

caregivers. Annual Month of the Young Child Conference: Celebrating Children

and Early Childhood Professionals. Saturday, April 12, 2003. .

Professional Development2012 Quality Matters Build Your Own Course Online Training. March 8-22

2012 Ohio Performance Based Assessment Pilot Project (OPAPP). Cohort #3 Higher Education Participant training sessions. January 13, February 20-21, March 8-9, May 15-16

2011 OCTEO Conference: Accountability to Excellence: Evidence of Program Effectiveness and Innovation Attributable to Assessment. September 29, Dublin, OH.

2011 National Social Science Association Summer Conference. July 31st-Aug 4th. Seattle, WA.

2011 Regional Standards Rollout Phase II “Digging Deeper!, Pre K-12” ODE Standards Role Out: Phase 2. July 20th. ESC of Cuyahoga County, Valley

View, OH.

2011 National Underground Railroad Conference. June 15th-18th, Cincinnati, OH.

2011 ODE Model Curriculum Roll Out 101:Phase 1. May 16th,Columbus, OH.

2010 Teacher Mentor Workshop, Valley View, May 20th, Valley View, OH.

2010 OCTEO Conference: Improving Teacher Education in Ohio, Innovations

in Teacher Education. October 15th, Dublin, OH.

2007-2008 Teachers Rock Professional Development at the Rock and Roll Hall of

Fame: November 14th, 2007; December 12th, 2007; January 9th, 2008. Cleveland, OH

2007 OCTEO Conference, Wednesday, Oct 14th, Columbus, OH

170


2006 NCATE SPA Report Process Conference Thursday, September 28th,Columbus, OH

2006 Tour of First Nation Reservation Preschool and Elementary Stony

Point/Kettle Point Schools Sarnia, Canada

2003 International Study Tour of Reggio Emilia Municipal Schools, Italy February 28 – March 8, 2003. Attended workshops and tours of the

municipal infant-toddler and preschools buildings. Attended discussion

groups with teachers, atelierista, pedagogista and parents. Responsible for

presenting experience to the Education Department at Oakland University.

Professional Affiliations

CARES Literacy Coalition

Delta Kappa Gamma Society International

National Association for the Education of Young Children

National Social Science Association

Tri-County Association for the Education of Young Children

171

Catherine D. Krammer428 Liberty Street

Painesville, OH 44077440-487-3867 (C)

[email protected]

EDUCATION

Ph.D., Special Education, University of Kansas, 2007Area of emphasis: Special Education/ Teacher PreparationMinor area: ResearchDissertation: Literacy and Deafness

M.S., Special Education, University of Kansas, 2001Area of emphasis: Special Education, Deaf EducationMinor areas: Early Childhood, Learning DisabilitiesThesis: Disability awareness/empathy skills

B.S., Elementary Education K-6, University of Kansas, 2000Area of emphasis: Elementary Curriculum and InstructionMinor area: Deaf Education

Interpreter Training Program, University of Kansas, 1995Area of emphasis: Educational Interpreting PK-12

PROFESSIONAL LICENSURE

Intervention Specialist (K-12) 5 Year State of OhioHearing Impaired (PK-12)Early Childhood (P-3) 5 Year State of Ohio

Eligible for Alternative Educational Administration License

PROFESSIONAL EXPERIENCE

2009-Current Assistant Professor, Special Education-Mild to ModerateCoordinator, Special EducationLake Erie College, Painesville, OH


Responsibilities:

Served as Special Education Director for undergraduate mild to moderate intervention specialist licensure program

Supervised and evaluated undergraduate students in their field placements Supervised adjunct instructors for the program Served as advisor for students majoring in special education Prepared program updates and changes and submitted proposals to faculty program committee Responsible for writing Response to Conditions Report to the Ohio Board of Regents, Oct. 2009 Responsible for writing Progress Report to the Ohio Board of Regents, Feb. 2011 Reviewer for CEC SPA reports Participated as active member of the college community through attendance of faculty

meetings, Education Unit meetings, campus events and volunteer opportunities within the college

Undergraduate Courses Taught:

Introduction to Exceptionalities Inclusive Strategies Working with Mild to Moderate Disabilities Behavior Management Curriculum and Instruction for Mild to Moderate Disabilities Collaboration and Transition Planning Assessment and Intervention Field Seminar

Graduate Courses Taught:

Models of Effective Instruction Fundamentals of Curriculum Exceptional Child in the Classroom

2010-Current

Adjunct Online Professor, Special Education

Gallaudet University, Washington, D.C.

Responsibilities:

Taught three courses for the online graduate certificate program: Deaf Students with Disabilities

Utilized the Learning Management System (Blackboard) in order to plan, instruct, and evaluate candidates seeking this certificate.

173


Graduate Courses Taught

Trends in Special EducationSpecial Education Functional CurriculumLanguage and Literacy Development for Deaf Students with Disabilities

2007-2009 Assistant Professor, Special Education-Mild to ModerateInterim Director, Special EducationUrsuline College, Pepper Pike, OH

Responsibilities:

Served as Interim Special Education Director for two graduate and one undergraduate programs

Supervised and evaluated undergraduate and graduate student teachers in their clinical placements

Supervised adjunct instructors for the programs Served as advisor for undergraduate and graduate students Participated in preparation for Ursuline’s NCATE visit (April 19-23, 2008)-full

accreditation received Prepared “Response to Condition” Reports for CEC SPA for three programs Reviewer for CEC SPA reports Utilized multiple student information systems and assessment systems (Jenzabar,

Educator, Angel, TK20) Participated as member of college committees and active member of the college

community

Undergraduate Courses Taught:

Introduction to Special EducationBehavior ManagementAssessment for Special EducationAssessment for Early ChildhoodSpecial Education in Early ChildhoodWorking with Mild to Moderate DisabilitiesCurriculum and Instruction in Special EducationConsultation and Collaboration in Special EducationStudent Teaching Seminar

Graduate Courses Taught:

Graduate Research and Writing

174


Introduction to Special EducationSpecial Education MethodsGeneral Education MethodsEarly Childhood Curriculum and MaterialsInternship I & IIConsultation and Collaboration

2001-2006 Resource Teacher for the Deaf and Hard of Hearing Blue Valley School District, Overland Park, KS

Responsibilities: Coordinated services for students with hearing loss and additional mild to moderate disabilities in the center based program for deaf and hard of hearing students (PK-5), collaborated with general and special education staff, assessed students and determined present level of performance, developed and implemented individualized education plans based on students needs, adapted materials, supervised interpreters and paraprofessionals, and served as case manager for the student and the student’s family

2006 Field Experience Supervisor-Graduate Teaching Assistant-University of Kansas, Department of Special Education

Teacher Education Program

Responsibilities Supervised six student teachers in various field experience placements, evaluated and provided feedback on lessons and assignments, graded portfolios and assigned grades, and lead a monthly course seminar

2005 College Teaching AssistantUniversity of Kansas, Department of Special EducationCourse: Language and Deafness

Responsibilities Developed syllabus, planned and developed lectures, administered and graded assignments and tests, held conferences with students, and monitored blackboard messages

2000-2006 Supervising Teacher for Deaf Education Practicum Students University of Kansas/Blue Valley School District

Responsibilities Supervised seven student teachers during their student teaching experience (PK-12) and collaborated with University Supervisors to ensure students were meeting all requirements for their practicum or internship, familiarized students with the building, staff and students, involved them in the

175


lesson planning, introduced them to the Individualized Education Plan development and implementation, and provided feedback on their teaching and classroom management

2000-2001 Itinerant Teacher for the Deaf and Hard of Hearing Blue Valley School District, Overland Park, KS

Responsibilities Coordinated services for students in six schools (PK-6), collaborated with general and special education staff, assessed students and determined present level of performance, developed and implemented Individualized Education Plans based on students needs, adapted materials and served as case manager for the student’s family

1996-2000 Freelance Interpreter for the Deaf Greater Kansas City metropolitan area

Responsibilities Provided sign language interpreting services for deaf and hard of hearing individuals in local school districts and community programs

1995-1996 Educational Interpreter for the Deaf, Homer Junior High School, Homer, AK

Responsibilities Provided educational sign language interpreting and tutoring services for two eighth-grade students for all core and elective courses as well as extra curricular activities

COMMITTEE MEMBERSHIPS

Faculty Development and Welfare Committee and Secretary, Lake Erie College 2011-Present

President-elect, Teacher Education Division of Ohio, 2010-2011

Teaching and Learning with Technology Roundtable, Ursuline College, 2008- 2009

Human Subjects Committee, Ursuline College, 2008-2009

Task Force for Redesign of SPED Licensure Highly Qualified Teachers, 2008-2009

Mission Integration Council, Ursuline College, 2007-2009

Teaching Academy Advisory Board, Mayfield School District, 2007- 2008

Professional Learning Community team leader for Liberty View Elementary School 2004-2006

Case Manger for First and Second Grade Problem Solving Team-Blue Valley School District 2004-2006

176


Task Force for Developing Guidelines for Least Restrictive Environment-Blue Valley School District 2005

National Representative for the Blue Valley School District at the National Educational Association National Convention in Los Angeles, California 2005

State Representative for the Blue Valley School District at the Kansas National Education Association State Conference in Topeka, Kansas 2003-2005

Building Representative for Blue Valley School District National Education Association 2003-2005

Co-President of the Kansas City Chapter of Council for Exceptional Children 2003-2004

Task Force for Aligning Kansas State Standards with IEP Goals-Blue Valley School District 2003

Task Force for Assistive Technology Training Blue Valley School District 2002

PROFESSIONAL MEMBERSHIPS

American Association of University Professors 2009-Present

Council for Exceptional Children 2000-Present

Council for Learning Disabilities 2000-Present

Teacher Education Division of CEC 2006-Present

Alexander Graham Bell Association 2000-Present

Ohio Association of the Deaf 2006-Present

Ohio Chapter of the Registry of Interpreters for the Deaf 2006-Present

Quota International 2007-Present

PRESENTATIONS

*All presentations done before June 2006 are under maiden name of Davis

Krammer, C. (2009, Nov.) How do we do this? General and special education collaboration to address HQT. Poster presentation presented at the 2009 Teacher Education Division of the Council for Exceptional Children Conference. Charlotte, NC.

177


Krammer, C. & Theoharris, R. (2009, Nov.) Analysis of school culture and climate: Implications for students with disabilities. Poster presentation presented at the 2009 Teacher Education Division of the Council for Exceptional Children Conference. Charlotte, NC.

Krammer, C. (2009, April). Value-Added assessment: What does it mean for students with disabilities? Poster presentation presented at the 2009 Council for Exceptional Children Conference. Seattle, WA.

Krammer, C. (2009, April). Strategies to support students with diverse learning needs in higher education. Poster presentation presented at the 2009 Council for Exceptional Children Conference. Seattle, WA.

Krammer, C. & Cherry, M. (2008, November). Value-added assessment: Implications for students with disabilities. Lecture presented at the 2008 Teacher Education Division of the Council for Exceptional Children Conference. Dallas, TX.

Krammer, C. (2008, November). Diverse learning needs in higher education: Strategies to support students. Poster presentation presented at the 2008 Teacher Education Division of the Council for Exceptional Children Conference. Dallas, TX.

Krammer, C. (2008, April). The effects of the methods of repeated and assisted reading on reading fluency and comprehension for deaf and hard of hearing students. Poster session presented at the 2008 Council for Exceptional Children Conference. Boston, Massachusetts.

Krammer, C. & Theoharis, R. (2008, April). Surviving the dissertation experience. Poster session presented at the 2008 Council for Exceptional Children Conference. Boston, Massachusetts.

Theoharis, R. & Krammer, C. (2007, November). Preparing future deaf educators through a quality practicum experience. Lecture presented at the 2007 Teacher Education Division of the Council for Exceptional Children Conference. Milwaukee, Wisconsin.

Krammer, C. & Theoharis, R. (2007, November). Navigating the doctoral program: From the student’s perspective. Round table session at the 2007 Teacher Education Division of the Council for Exceptional Children Conference. Milwaukee, Wisconsin.

Theoharis, R. & Krammer, C., (2007, April). Creating quality practicum experiences for deaf and hard of hearing student teachers. Lecture delivered at the 2007 Council for Exceptional Children Conference. Louisville, Kentucky.

*Davis, C., & Theoharis, R. (2006, spring). Introduction: Meeting the educational needs

of students with hearing loss. Presentation at the University of Kansas, Overland Park, Kansas, SPED 775 & 875, practicum seminar.

Davis, C. (2005, August). What to expect when you have a student with hearing loss in your classroom. Presentation to Liberty View Elementary School Staff, Olathe, Kansas.

178


Davis, C. & Honors, E. (2005, August). Assistive technology for students who are deaf and hard of hearing: Hearing aids, FM systems, cochlear implants and more. Presentation given to Liberty View Elementary Special Education Staff. Olathe, Kansas.

Davis, C. (2004, Spring). Collaborating with other service professionals to meet the needs of students with hearing loss. Presentation to Blue Valley School District Learning Resource Teachers. Olathe, Kansas.

Davis, C. (2003, August). The deaf and hard of hearing resource room and center based model. Presentation to Blue Valley School District Speech Language Pathologists. Olathe, Kansas.

Davis, C. (2003, August). Teaching students who are deaf and hard of hearing: Strategies to implement in your classroom. Presentation to Liberty View Elementary School Staff. Olathe, Kansas.

Davis, C. & Honors, E. (2003, August). Assistive technology for students with hearing loss: Use and care in the classroom. Presentation to Liberty View Elementary School Special Education Staff. Olathe, Kansas.

Davis, C. (2002, August). Strategies for working with students with a hearing loss in the classroom. Presentation given to Liberty View Elementary School Staff. Olathe, Kansas.

Davis, C. & Honors, E. (2002, August). Hearing aids, FM systems, and cochlear implants: Use and care in the classroom. Presentation to Liberty View Elementary School Special Education Staff. Olathe, Kansas.

Davis, C. & Honors, E. (2001, August). The center based resource room for deaf and hard of hearing students. Presentation to Liberty View Elementary School Staff. Olathe, Kansas.

INVITED LECTURES and WORKSHOPS

Krammer, C. (2012, March). Dealing with Diverse Populations. Field I Seminar Presentation. Lake Erie College.

Krammer, C. (2012, March). Behavior Management. Field II Seminar Presentation. Lake Erie College.

Krammer, C. (2011, November). Collaboration Between General and Special Education. Field II Seminar Presentation. Lake Erie College.

Krammer, C. (2011, November). Response to Intervention. Student Teaching Seminar Presentation. Lake Erie College.

Krammer, C. (2011, October). Connect the Dots Information Exchange: Special Education Panel. Lake Erie College.

Krammer, C. (2010, March). Universal design and differentiation in higher education. Brown bag lunch discussion. Lake Erie College.

179


Krammer, C. (2009, November). Mean little deaf queer. Book discussion at Barnes and Noble, Mentor, OH.

Krammer, C. (2008, November). Differentiation and strategy instruction for students with mild to moderate disabilities. Contracted two-day workshop provided for St. Barnabas Catholic School. Northfield, OH.

Krammer, C. (2008, October). What you need to know about autism. Guest lecturer for Phi Lambda Theta conference. Beachwood, OH.

Krammer, C. (2008, October). Sign language and deaf culture. Guest lecturer for Ursuline College’s Mission in Action Lecture.

Krammer, C. (2008, February). A crash course in statistics. Guest lecturer for value added lab presented to all students getting ready for student teaching. Ursuline College.

Krammer, C. (2008, January). Professional learning communities as they relate to the value added movement. Guest lecturer for value added lab presented to all students getting ready for student teaching. Ursuline College.

Krammer, C. (2007, November). Working with students who have a hearing loss: What general education teachers need to know. Guest lecturer for Pi Lamda Theta conference. Beachwood, OH.

Krammer, C. (2007, October). What general education teachers need to know about special education. Guest lecturer for graduate human development course at Ursuline College.

PUBLICATIONS

Krammer, C. (2008). Play school movement. Contributed to the Encyclopedia of Educational Reform and Dissent. Thousand Oaks, CA: Sage

Davis, C. (2006). Making inclusion work. In Gargiulo, R. M., Special Education in Contemporary Society (pp. 460-461). Belmont, CA: Thomson Learning.

DISSERTATION

Krammer, C. (2007). The effects of the methods of repeated and assisted reading on the reading fluency and comprehension of deaf and hard of hearing students. (Doctoral dissertation University of Kansas). ProQuest/UMI Manuscript ID: ku:1929.

UNPUBLISHED MANUSCRIPTS

Krammer, C. (2006). Least restrictive environment for deaf students: What does the future hold for residential schools for the deaf? Unpublished manuscript.

180


Krammer, C. (2006). Social implications for mainstreamed children with cochlear implants. Unpublished manuscript.

RESEARCH INTERESTS

Mild to moderate disabilities, low incidence disabilities, value-added assessment, differentiation, universal design for learning, cognitive strategy instruction, literacy, teacher preparation, assessment methods, deafness, communication strategies, socialization issues for children with disabilities, co-teaching and collaboration, and partnerships between school districts and higher education programs

VOLUNTEER WORK

Reading Tutor, Painesville, Ohio Public Schools

Quota International, Serving Disadvantaged Women and Children and Persons with Speech and Hearing Disabilities.

181

Pam Martin9030 Cabriolet Avenue Concord, OH 44060 440-487-1926 - [email protected]

Education:1992: Ashland University, Master’s Degree in Reading1976: Lake Eric College, Bachelor of Science in Education

Teaching Certifications:Education of Handicapped (K-12) – Permanent:Developmentally Handicapped, Specific LD, Sev. Beh. HandicappedReading (K-12)Elementary (1-8) – PermanentReading (K-12)National Board Certification in Early Childhood through Young Adulthood/Exceptional Needs Specialist- 2000 Renewed in 2010

Professional Experience:

Lake Erie College:

August, 2011 – present- Coordinator for Education Campus Supervisors, work directly with student teachers on the Teacher Performance Assessment process, and teach reading courses to undergraduate students in the Teacher Education Program

Perry Local Schools:

August, 2008-June, 2011- Cross Categorical Multi-Handicapped Unit, gr. 5-8August, 1995-June, 2088- Intervention Specialist, gr. 6-8August, 1994-June, 1995-Intervention Specialist, gr. 5, Inclusion Pilot ProgramAugust, 1989-June, 1994-Title I, gr. K-2, reading and mathAugust, 1985-June, 1989-General Education first grade teacherAugust, 1976-June, 1985-Learning Disabilities Unit, gr. 6-8

Professional Participation:

2008-2010 Mentor Teacher for New-To-District and First Year Teacher2004-2008 District LPDC member2003-2009 Building Level CommitteeFeb., 2007 Ohio Dept. of Educ. Alternate Assessment Standard CommitteeJune, 2007 Ohio Dept. of Educ. OAT Gr. 6 Reading Range Finding Committee2006-2011 Response to Intervention Core Team2005-2011 “Bully Free” Committee



Oct., 2005 IEP Compliance Committee for Perry SchoolsApril, 2001 National Board Certification In-Service for Perry’s staff1999-2006 Individual Assistance Core Team facilitator1998-2004 Coordinated Parent Volunteer Committee1999-2000 Blue Ribbon Committee – PMS was awarded Blue RibbonJan., 1999 Presented “Successful Inclusion” Workshop to Perry Staff1998-1999 Public Engagement Committee1994-Core Team for Perry School’s Strategic Planning Committee

Professional Development:

2010-Non-Violent Physical Crisis Intervention CPI Training2009-Instructional Mentoring Training2006-2009-Alternate Assessment Workshops2008-2009-TEACCH Workshops2006-Teacher/Line Course – HQT in Mathematics2005-State Institute for Reading Instruction2005-Collaboration, Co-Teaching and Inclusion Workshop2005 Response to Intervention Workshop2003-Technology and Students with Disabilities in the Gen. Educ. Classroom2002-Pathwise Level One Training2002-On-line course Technology’s Role in the Special Education Classroom2000-IAT Leader/Facilitator Training

Honors/Awards:

2009-One of four Ohio Teacher of the Year Finalists2005-Crossroad’s Carousel Award for “Books for Babies” Project2003-Council for Exceptional Children “Professionally Recognized Special Educator2002-Ohio Bd. of Educ. Assistive Technology Infusion Project Grant2001-Ohio Governor’s Educational Leadership Award2000-National Board Certification – renewed in 20102000-Who’s Who Among America’s Teachers1990-Martha Holden Jennings Grant for Book Publishing Company

Volunteer Experiences:

Birthright Lake County- Volunteer since 1994 Volunteer of the Year – 2009Lake International Reading Association – President Books for Babies Project, Founder and Facilitator since 1993Western Reserve Junior Service LeagueRed Stocking Revue Fundraiser Chair – 2005, 2011President 2007-2009Candlelight Charity Ball Chair – 2006Served as Officer or Chair on variety of committees since 1994

183


Linda Marie Siegel

3585 Call Road, Perry, Ohio 44081

440-259-2768 [email protected]

Education

Ed. D. Educational Leadership Ashland University, OH

M.Ed. Curriculum and Instruction Ashland University, OH

B.S. Education Lake Erie College, OH

Areas of Professional Competencies

Appreciative Inquiry Trainer/Facilitator, Case Western Reserve University (certificate, 2005) National Board for Professional Teaching Standards: AYA Social Studies (2000) Ohio Licensed Secondary Teacher (7-12) Comprehensive Social Studies (current) Leadership: Leadership Training Institute (certificate 1999) Educational Planning & Curriculum Design: ODE Curriculum Development (2003-04) Consultant: Educational Assessment, Evaluation & Training: Mentor, OH School District Adolescent & Adult Instructor (current) Educational Foundations Instructor (current) Graduate Research Instructor (current) Computer Skills: MOS Certifications, Technology Instructor, smart devices & applications NCATE submission author Red Cross Family Services Intake Trainer: Katrina

Professional Experience

Associate Professor, Education Department, Middle School Advisor, Lake Erie College – Full-time Associate Professor, Education Department, Med. Program, Lake Erie College – Part-time Associate Professor, MBA Program, Lake Erie College – Part-time Adjunct Professor - M.Ed. Program at Ashland U, & in BBA, also MBA Program at Tiffin U –

online Consultant/Trainer regarding Leadership, Appreciative Inquiry, and Emotional Intelligence High School Teacher Auburn Career Center, Concord Township, Ohio National Board for Professional Teaching Standards 2000 in Adolescence Young Adult Social Studies

education (among highest scorers in OH) Martha Holden Jennings Scholar – outstanding Ohio teacher

184


LBJ Scholar - selected to serve as Teacher Intern in (DC) House of Representatives during Clarence Thomas Hearings, worked with members of all 3 levels of federal government, lobbyists, media,

and private business sector Armonk Scholar - selected for teaching experience in Germany, trained European teachers

to develop and to implement Holocaust curriculum, three year project C-Span Energy/Environment Institute - selected to group of educators from US, Russia,

Philippines, & S. America to engage in post graduate study at University of Oklahoma & Washington DC, cooperative international project culminating in production of C-Span TV program for educators, included staff

Selected to represent educators in Washington DC in Congress and invited by the German government to facilitate projects and staff in Europe

Leader of Nationally Recognized Information Technology Educators Team that set the benchmark for technology education

Project Manager for State Wide Online Curriculum Ashbrooke Center - selected for International Government Seminar at Ashland U Curriculum Development Writer for ODE – selected for curriculum development and writing, Social

Studies Writing Team Mentor Teacher - active role model for new teaching staff Professional Presentations State/National/International presentations

How Technology Makes International Connections for Students, National Entrepreneurship Conf, Austin, Texas, 2009

Curriculum Alignment within the Career Clusters, Career Institute Conference, Phoenix, Arizona, 2003

Impacting Student Learning through Integrated, Aligned Curriculum, ODE Career Pathways Conf, Marion, OH 2003

Facilitating Successful Information Technology Career Cluster Groups, Career Cluster Institute Conf, Columbus, OH 2002

Student Achievement through Planned Assessment Practices, County School District Seminar, OH 2002

How to Support Student Learning By Supporting Teachers, ODE Best Practices Conf, Columbus, OH 2002

Information Technology across the Curriculum, Educational Development Center, Boston, Massachusetts, 2001

The Little Red School House in a Global Classroom, National Social Studies Conf, Washington DC, 2000

185


Energy and the Environment Studies across the Curriculum, Ohio Social Studies Conference, Columbus, OH 2000

Holocaust Curriculum, Ohio Social Studies Conf, Columbus, OH 1999

Holocaust Curriculum, Dohnaueschegin, Germany 1998

License/Certificates

Secondary Teaching License Comprehensive Social Studies Appreciative Inquiry Certificate (CWRU) Consultant/Facilitator TESA Certified Trainer Leadership Trainer, Certified Workshop/Institute Curriculum Alignment Specialist ODE Microsoft Office Specialist Reiki, Chi Gong, Yoga Certificates

186


RITU SHARMAAddress: 15 Minnewawa Dr., Timberlake, OH, 44095

Cell 216-235-5083 E.Mail: [email protected]

EDUCATION

2006-Human Resource and MBA classes from DeVry University, USA

1997-Ph.D. in English Literature (American and African American Literature) from Jai

Narain Vyas University, Jodhpur, India

1993-M.A in English from Jodhpur University, India, Valedictorian

1990-Bachelor’s in Education from Ajmer University, India, Salutatorian

1989-B.A from Jodhpur University, India

TEACHING & ADMINISTRATION EXPERIENCE

June 01 2008-till date Assistant Professor at Lake Erie College

November 2007- till date Adjunct Instructor at Kaplan University

August 2004- 2008 Adjunct Faculty at Lorain County Community College, and Cuyahoga County Community College for Rhetoric & Composition and English. Also taught Technical and Professional Writing, Oral Presentation, Grant Writing, Business, Economics, Group Dynamics, Portfolio Development and Humanities at ITT, DeVry University, Myers (Chancellor) University and Bryant & Stratton College

July 2002- May 2004 English Teacher at I. H. Kempner High School, FBISD, Houston, TX & adjunct Faculty of Journalism in Houston Community College and Progressive Alternative School

July 2001-June 2002 Principal at Air Force School, Jodhpur, India and Instructor at Jodhpur University

187


July 2000-June 2001 Teacher at Gandhi Memorial International School, Jakarta, Indonesia

July 1990-June 2000 English Teacher at Air Force School (K-12), Jodhpur, India and adjunct instructor at Jodhpur University, India

JOB RESPONSIBILITIES- teach all courses as assigned by the Dean, and advise students-represent college internationally and mentor peers- prepare, review, order teaching materials, and update course outlines and syllabi - meet all scheduled classes, and use scheduled classroom time appropriately -teach computer assisted lessons, related to developmental English as well as pedagogy- demonstrate a professional attitude, philosophy, and commitment that promotes student growth and learning - demonstrate commitment to the institutional mission, goals, and objectives - adhere to School Rules and Procedures, which reflect updated Federal, State, and local legislation that governs the educational process -maintain accurate student records for grading and attendance purposes, submitting grade reports within college deadlines - schedule and maintain office hours as assigned and advising students- attend and contribute to the departmental and other meetings as designated by the Department Chair or administrative official - assist in the development, implementation, and evaluation of departmental program goals and written program reviews- assist with preparation of public relation materials pertaining to the department - initiate and serve on college committees to which elected or appointed - during periods of planned absences, coordinate with the Department Chair or Coordinator for qualified substitute instructors and provide instructional materials, protocols, and directions to ensure consistent and sequential classroom instruction - perform various tasks as required by the Department Chair for the fulfillment of departmental responsibilities - promote and maintain a healthy and safe educational and work environment, free from harassment and discrimination - participate and deliver professional development activities, initiate LPDC- develop, maintain and promote a positive atmosphere among colleagues and members of the college community-networking with other colleges and stakeholders-assesses student learning outcomes, completes and submits related rubrics to Dean of Academic Affairs, Online and makes adjustments to instructions and methods as necessary-develop daily lesson plans to include instructional aides and student satisfaction-assist students in achieving completion of objectives and provide regular, accurate and timely feedback to students relative to their performance-exercise and ensure students' online decorum to provide a positive learning environment-participate in retention initiatives by maintaining productive contact with students –play vital role in student concern resolution

188


-motivate students to actively participate in all aspect of the educational process -maintain expertise in subject area in order to provide students with current trends and to recommend improvements in curriculum development and design

STRENGTHS

Multi-lingual, expertise in facilitating online, onsite and hybrid courses, excellent supervisory, organizational and training skills, outstanding evaluations and students retention, remarkable communication and presentation skills, team player, diversity expert, skills in development, implementation and execution of programs, computer savvy, curricula specialist, professional development trainer, multi-media technology skills, web designed lesson plans, written grants, outstanding communication skills, ability to face challenges, analytical and motivational skills, taught "at risk" students, taught AP and IB Programs, creative writing, African-American literature, literature from the Anglo-Saxon to the Modern age. Above all, inspiring and chiseling the students into better intellectuals and leaving an eternal impact on them

PROFESSIONAL DEVP. & TRAINING

105% grade in Online training, OH Nominated as Top Ten online college professor of the year 2012

http://www.bestcollegesonline.com/2012-online-college-professor-of-the-year-contest-information-and-nominees/

Invited by Toni Morrison Society to translate American novels in different languages Paper has been accepted for the Eleventh International Symposium on Comparative

Literature: “Creativity and Revolution,” November 13-15, 2012, by University of Cairo, Egypt

Paper has been accepted for 5th International Indonesia Forum, Co-Sponsored by Yale University “Between Mountain and the Sea: Positioning Indonesia,” July 9-10, 2012

Awarded by the Indo-American Association Guest Speaker for Faculty Appreciation Night held by Cuyahoga County Community

College, Metro Campus, May 2, 2012 Conducted webinar for Kaplan University, January 13, 2011 for students Presented in the Sixth Biennial International Conference in Paris, France, November 4-7,

2010 for thousand professors and scholars Faculty fellowship with Dr. Chantal Vogeli, University of Lucerne, Lucerne, Switzerland

on Dec 19, 2011. It was focused on a comparative analysis between USA and European Higher Education andragogical techniques

Speaker at Inamori International Center for Ethics and Excellence and UCITE, at Case Western Reserve University for professors and colleagues from neighboring higher educational institutions, on March 07, 2012

Speaker at Lake/Geauga High School-Higher Education Alignment Kick-off work session. The attendees were Superintendents, Asst. Superintendents, Principals, and other members from various schools districts, on March 23, 2012 at Lakeland Community College, Kirtland, OH

189




Active member for Geauga County P-16 Council Active member for Education Workforce P-16 Alliance of Lake County Active member for P-12 College Readiness Committee Active member for Parent Engagement Program, Geauga County Paper accepted and invited to speak at Intersections, Tensions and New Dimensions,

Encounters in the Contact Zone in English Studies, hosted by the University of New Hampshire, Durham, NH October 8-9, 2010

Paper accepted and invited to speak at Florida College English Association Conference, October 13-14, 2010

Edited a three hundred pages book Zero Leadership by Mr. Ratanjit Sondhi Published multiple book reviews-online Serve on search committees, college readiness and parent involvement committees for

not only college but also leading school districts Expertise in online, onsite, hybrid professor for under grad and grad courses, OH Presented in International conference at Central Michigan University, Nov. 11-13, 2011 Written Program Reviews and evaluated Programs Attends regular professional development conferences and workshops based on

OBR/ODE requirements for program accreditation and compliance Certified CRISS trainer and LPDC representative Completed online teaching training and exam with 105% at ITT, OH Conducted presentations for professors and colleagues at Lorain County Community College

on “Professional writings and portfolio development,” OH Presented during the Sixth Biennial Conference of The Toni Morrison Society, Nov 4-7, 2010,

Paris, France Hosted Medieval Fair to promote the understanding of Chaucerian era. The students

dressed up like Chaucerian characters and recited quotes from The Canterbury Tales. Middle age games were conducted to get an in depth insight into the time period

Delivered training on Website Creation for staff members, TX Facilitator for the 8th Annual Teen Summit Represented foreign teachers and gave presentations in Dallas and Vancouver, Canada Attended Creative Assessments, Houston, TX Participated in Curriculum Alignment for English, TX Finished 18 hours of training in Creating Independence through Students owned strategies Participated in Internet Integration Training, TX Participated in Media Literacy for English, TX Attended Instructional Strategies Training Participated in Curriculum and Instructional Mapping Attended Building Classroom Environment, TX Finished orientation for instructors and online grade book, TX Delivered expertise in Entrepreneurship Devp. Program at Engineering College Presented paper on Toni Morrison, India Delivered paper on Afro-American Nobel prize winner Toni Morrison, India Attended International Baccalaureate Training, Indonesia Attended TEFLIN International Conference at University of Indonesia

190


ACHIEVEMENTS

Won gold medal by topping the list of successful students in M.A., setting a record in the university (Valedictorian in both the years of P.G.)

Sharma, R. (2011) Literature of the West. In S. Rajimwale and K. Purohit (Eds), Literature for Children (pp.204-213). Daryaganj, New Delhi: Sarup Publishers Pvt. Ltd.

Won “D. S. B. Gold Medal” from Jodhpur University II in merit in Bachelor of Education (Salutatorian) Recognized and received Excellence in Teaching Award from Lake Erie College on May

16, 2012 which comprised of a memento and cash Won semifinal in 1993 North American Open Poetry Contest Offered a place in the University of Leicester, U.K. Written and received Federal/Regional grants Poetry published by the National Library & Society of American Poets Presented and published papers in national and international conferences and symposia Selected by the Indian High School, Dubai, U.A.E. and Indian School, Oman Certificates of Appreciation Won the best and the most industrious teacher award in the Gandhi Memorial

International School, Jakarta Acknowledged for excellent teaching as well as result A resource person in S.K.G. B.Ed. College, Jodhpur, India. and MBM Engineering College,

Jodhpur, India An alternate candidate for Rotary Club Midtown to be sent to USA Awarded the title of Educational Social Welfare Worker by Rajasthan, India Represented Teachers’ internationally, in the U.S and Canada Trained and taught International Baccalaureate Chaired various co curricular activities, volunteer for victim’s assistance In charge of Kempner International Club, TX Evaluated Gifted students and written curriculum for Fort Bend I.S.D. TX Successfully completed research work on "Journeying toward selfhood: in the

novels of Toni Morrison” Written articles, stories and poems and broadcasted them on All India Radio Participated in art galleries in Town-Hall, Jodhpur, India Recognized in poetry competitions at National and International level Published articles for magazines and newspapers like the Jakarta Post, Khaleej Times,

The Quest, Reader’s Digest, Critic, Dainik Navjyoti, Kadambari and other literary journals of National and International repute

Assisted in organizing various sports, co-curricular, charitable activities and community service programs

Done translations, interpretations and written curriculum for Fort Bend I.S.D. TX Won “Prestigious Editor’s Award” for poetry Certified (7-12) Language Arts teacher

191


Book "Journeying toward selfhood" is going through the final edition and will be published shortly

MEMBERSHIPS

American Studies Research Center National Council for Teachers of English OCTEO- Ohio Confederation of Teacher Education Organizations Academic Advisory Board, McGraw Hill English teachers' Association, Jakarta Educational Institute of S.S.E. Thailand Toni Morrison Society Geauga County P-16 Council Education Workforce P-16 Alliance of Lake County P-12 College Readiness Committee Reading Is Fundamental American Management Association Parent Engagement Program, Geauga County

192


Matthew J. Theisen13096 Radcliffe Road Chardon, OH 44024

[email protected](815) 262-9111

Education Rockford College, Master of Arts in Teaching, May 2003.Carthage College, Bachelor of Arts in Speech/Theatre/Communications, May 1994.

CertificationIllinois Standard Elementary Teaching K-9, LBSI, December 2000.Endorsements in Fine Arts, Social Studies, English

Professional ExperienceLake Erie CollegeDirector Clinical Experiences and Partnerships/Faculty 2011-Present

President A Leg Up, Inc. 2008-presentCaledonia, Illinois

Special Education Teacher Harlem School District 2006-2010Loves Park, Illinois

Special Education and Rockford Public School District 2002-2006 Theatre Teacher Rockford, Illinois

Elementary Teacher Harlem School District 2000-2002Loves Park, Illinois

Evening Instructor Atwood Outdoor Environmental Center 1995-2001

Evening Program Director Rockford, Illinois

Camp Director Rockford Park District 1993-1997

Camp Counselor Rockford, Illinois

193


Skill Sets Secured 501c3 status for co-founded non-profit organization Conducted Board Meetings Led fundraising campaign Managed Special Education case load Held annual review meetings, developed IEPs, and attended diagnostic meetings Attended team teaching/inclusion workshops Served on Building Climate, Choice Open House, and Safety Committees Trained and supervised volunteers Developed English and Reading curriculum and programming Created staff manual Recruited and interviewed employees Modified curriculum for individual, differentiated instruction

Awards Dean’s List, Alpha Psi Omega (Theatre Honor Fraternity)

Volunteer A Leg Up, Inc., Christ Lutheran Church, Tebala Shriners of Rockford, Illinois

194


Joyell C. Weimer305 Morgan Terrace ● Roaming Shores, Ohio 44084

Email Address: [email protected]

Education: Doctorate of Education in Teacher Leadership (pending dissertation conclusion) Walden University Overall GPA 4.00

Master’s Degree in Middle Child Education (Grades 4-9) - May 2003 Youngstown State University

Bachelor of Science in Education (Grades 1-8) - March 1999 Concentration in Social Sciences Youngstown State University

Work Experience:

Riverside Local Schools DistrictLaMuth Middle School ● Painesville, Ohio August 2002 to presentPosition: Comprehensive Science Teacher (Seventh grade) ● Developed a standard-based curriculum with common assessments that incorporate State and National Science Standards.● Enhance lessons by using technology and hands-on learning

Riverside Local Schools Outdoor Education Program LaMuth Middle School ● Painesville, Ohio August 2007 to presentPosition: Director of the Program● Organize students, teaching staff, and high school counselors to attend a week long camp experience.● Design fundraising opportunities to help parents with the cost of camp. ● Incorporate National and State Science Standards within several classes offered at camp.

Lake Erie College Division of Education ● Painesville, Ohio Position: Part-time Professor January 2012● Designed the courses for the Grades 4/5 Endorsement Program. November 2011● Developed a differentiated instruction course for graduate students. August 2009-present (Fall Semester)● Instruct Elementary School Science Methods–EDE 424 course for undergraduate students August 2004- present (Fall Semester)

195


● Instruct Middle School Science Methods–EDP 424 course for undergraduate students August 2004 (Fall Semester)● Developed and instructed Middle School Social Studies Methods-EDP 422 course for undergraduate students

Presentations

Association for Middle Level EducationAnnual Middle School Association Conference ● Louisville, KentuckyNovember 2011Position: Presenter● Presented research-based teaching practices and useful hand-outs to middle school educators.

Ohio Middle School AssociationAnnual Middle School Association Conference ● Sandusky, Cleveland, and Columbus, Ohio February 2009, February 2008, and February 2006Position: Presenter● Presented research-based teaching practices and useful hand-outs to middle school educators.

Lake County Educational Professional SymposiumMadison High School● Madison, Ohio Riverside High School● Painesville, OhioPerry High School● Perry, Ohio November 2008, 2007, and 2006 ● Presented research-based teaching practices to middle school educators.● Created and distributed useful instructional hand-outs for classroom implementation.

Honors:

● Member of The Honor Society of Phi Kappa Phi- YSU Chapter 2003-present● Inducted into the 2009 Riverside Local Schools #1 Club ● Governor’s Award for Excellence in Youth Science Opportunities 2005-2004, 2004-2003, 2003-2002● Lubrizol Lake County Science Teacher of the Year Nominee 2004● Ohio Federation of Soil and Water Conservation District’s 2003 Ohio Teacher of the Year Nominee

Organizations:

● 2009, 2010 and 2011 St. Nicholas Greek Orthodox Summer Fest Chairman. ●Member of the Local Professional Development Committee (LPDC) for Riverside Local Schools District● Member of the Lake Erie College Department of Education Unit Advisory Council ● Member of the National Science Teacher Association (NSTA)● Member of the Association for Middle Level Educators (AMLE)● Member of the Ohio Middle Level Educators (OMLE)● Member of Northeastern Education Association (NEA)● Member of the Ohio Education Association (OEA)●Member of the Executive Board for the Youngstown Chapter of the Scleroderma Foundation

196


Linda Lanese

30960 Willowick Drive Willowick, Ohio 44095440-944-2008 [email protected]

Education:

1973 Cleveland State University Bachelor of Science in EducationAdditional: 34 semester hours of graduate courseworkNumerous C.E.U. Credits in the area of Elementary Education

Teaching Experience:

2007-Present Lake Erie CollegeSupervisor of Field and Clinical Experiences

1973-2007 Mentor Board of EducationPrimary Grade Teacher, Rice Elementary SchoolGrades 1, 2, 3

1971-1972 Mentor Board of EducationAssistant Teacher

Related Experience:

2000-2007 Designer and co-coordinator of the Ohio Reads Reading Buddies Volunteer Tutoring Program.

Member of various district wide and school committees including but not limited to:District wide Math, Math Assessment and Report Card CommitteeRice Elementary: Right-to-Read Committee, Related Arts Scheduling Committee, and Bond/Levy Committee

Awards:

2006 Excellence in Teaching Award-Mentor Schools1996 Mentor Schools Foundation Grant1995 Nominee for District 17 PTA Outstanding Educator Recognition Program1986 Sohio Award for Teachers of Economics

197



Stacey S. De Young21011 Halburton Road, Beachwood, Ohio 44122

[email protected] 216-577-6639

ObjectiveOpportunity to implement many years of classroom teaching expertise in a learning environment that is challenging and supportive for both students and teachers.

Experience Ohio State University Cleveland, Ohio

Field Assessor, APPLE: Ohio, Literacy project 2010-2011

Maple Heights City Schools Maple Heights, Ohio

Full time, permanent substitute teacher, third grade 2009-2010

Second grade teacher 1993-2002

Local Professional Development Committee Member

MIMIC Project, Cleveland State University Mentor Program

Maple Heights Teachers’ Association

Summer Reading Intervention Program

Achieved Tenure, 1997

Extended Day Kindergarten Teacher, 1993-1997

Continuing Education course work, 1998-2001

Temple Emanu El Religious School Orange Village, Ohio

Substitute Teacher 2008-2010

198



Huntington Learning Center University Heights, Ohio

Tutor 1998

Orange City Schools Orange, Ohio

Special Education Aide/Permanent Substitute Teacher 1991-1993

Orange Schools Recreation Department Orange, Ohio

Camp Director 1993

Education Cleveland State University

Cleveland, Ohio

Master of Education in Curriculum and Instruction 1994-1997

Specialization in Computer Uses in Education

Kindergarten Certification

Miami University Oxford, Ohio

Bachelor of Science in Education 1985-1989

199


Email this proposal and all accompanying materials to:

[email protected]

200

web viewexploratory. students will observe in schools, tutor students and assist teachers or other...

Documents