Towson University | Maryland’s University of Opportunities



TOWSON UNIVERSITY

College of Education

To inspire, educate, and prepare facilitators of active learning for diverse and inclusive communities of learners in environments that are technologically advanced

Department of Elementary Education

ELED 468.004 PDS Internship II Fall, 2013

ELED 469.004 PDS Internship II Seminar Fall, 2013

Instructor: Ms. Maryann Hughes Phone: Home: (410) 882-7609 Cell: 410-925-4657

Email: mnhughes@towson.edu Skype name: MaryannCHughes

General Description

Fourteen- to 15-week, full-time field experience in public school classrooms under guidance of master teachers and university supervisor. Graded S/U. Prerequisite: successful completion of Level III of Elementary Education Professional sequence. Co-requisite: ELED 469.

InTASC Standards : 2010 Interstate Teachers Assessment and Support Consortium Model Core Teaching Standards are as follows. The InTASC Standards addressed in this course are indicated with a *.

*Standard 1: Learner Development – The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

*Standard 2: Learning Differences – The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

*Standard 3: Learning Environments – The teacher works with others to create environments that support individual and collaborative learning and that encourage positive social interactions, active engagement in learning, and self motivation.

*Standard 4: Content Knowledge – The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

*Standard 5: Application of Content – The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

*Standard 6: Assessment – The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

*Standard 7: Planning for Instruction – The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

*Standard 8: Instructional Strategies – The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

*Standard 9: Professional Learning and Ethical Practice – The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community) and adapts practice to meet the needs of each learner.

*Standard 10: Leadership and Collaboration – The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

*COE Additional Standard: Technology – The teacher uses available technology not as an end in itself, but as a tool for learning and communication, integrating its use in all facets of professional practice and for adapting instruction to meet the needs of each learner.

ACEI STANDARDS: The Association of Childhood Education International 2007 Standards are as follows. The Standards addressed in this course are indicated with a *.

*1.0 Development, Learning, and Motivation – Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.

*2.1 Reading, Writing, and Oral Language – Candidates demonstrate a high level of competence in the use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.

2.2 Science – Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science.

*2.3 Mathematics – Candidates know, understand and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representations.

2.4 Social Sciences – Candidates know, understand, and use the major concepts and modes of inquiry from the social studies – the integrated study of history, geography, the social sciences, and other related areas – to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.

2.5 The arts – Candidate know, understand, and use – as appropriate to their own understanding and skills – the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students.

2.6 Health education – Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health.

*3.1 Integrating and applying knowledge for instruction – Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community.

*3.2 Adaptation to diverse students – Candidate understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students.

*3.3 Development of critical thinking and problem solving – Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving.

*3.4 Active engagement in learning – Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments.

*3.5 Communication to foster collaboration – Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.

*4.0 Assessment for instruction – Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.

*5.1 Professional growth, reflection, and evaluation – Candidate are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.

*5.2 Collaboration with families, colleagues, and community agencies – Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children.

Essential Dispositions for Educators

Interns will demonstrate competence in their “Commitment to Professional Practice”, their “Caring for the Success and Well-Being of All Students”, and their “Collaboration with Colleagues and Stakeholders” through their active participation in PDS-sponsored activities, self-reflection, and mentor and university supervisor assessments. Please see Essential Dispositions on page 13 of the syllabus.

Department of Elementary Education Program Exit Requirement: Teacher Performance Assessment in Elementary Literacy (edTPA: details in co-requisite course 469)

All Level IV interns are required to develop a professional portfolio to demonstrate teaching competencies. This is both a core assignment for this course and a graduation requirement. The Teacher Performance Assessment (edTPA) for Elementary Literacy will serve as the professional portfolio for all graduating interns this semester. The edTPA involves planning, teaching, assessing, and reflecting upon a "learning segment" of 3-5 hours of connected instruction in literacy. 

You will complete four tasks for the edTPA assessment:

1. Planning, Instruction, and Assessment

2. Instructing and Engaging Students in Learning

3. Assessing Student Learning

4. Analyzing Teaching

The evidence you submit will be judged on five dimensions of teaching:

1. Planning

2. Instruction

3. Assessment

4. Analyzing teaching

5. Academic language

Additional information will be given to you in seminar. Please refer to the edTPA handbook for information regarding specific requirements. Interns must submit all edTPA materials electronically through TaskStream by November 17, 2013, and must meet the minimum passing score as determined by the Department of Elementary Education.

Required Resources

• Association for Childhood Education International,

* Common Core State Standards flip chart

• Maryland State Department of Education Website, and Maryland Common Core State Curriculum

• Marzano, Robert J. (2010) Formative Assessment and Standards-Based Grading. Bloomington, IN:

Marzano Research Laboratory.

• Phelan, Thomas and Schonour, Sarah Jane. (2004) 1-2-3- Magic for Teachers: Effective

Classroom Discipline Pre-K through Grade 8. Glen Ellyn: Parent Magic.

• Tiedt, Pamela L. and Tiedt, Iris M. (2005) Multicultural Teaching: A Handbook of Activities, Information, and Resources, 8th ed. New York: Pearson (Chapters 11 and 12)

•

• Teacher Performance Assessment (edTPA) Handbook

• Wood, Chip. (2007) Yardsticks, 3rd ed. Turner Falls, MA: Northeast Foundation for Children, Inc.

OPTIONAL RESOURCES

Dweck, Carol. Mindset: The New Psychology of Success: How We Can Learn to Fulfill Our Potential.

(2006) New York: Ballantine Books.

Ed Change website,

Education Weekly website,

Edutopia website,

Grammar Girl website,

Jensen, Eric. (2004) Brain-Compatible Strategies. (2nd). Thousand Oaks: Corwin Press.

Medina, John. (2008) Brain Rules: 12 Rules for Surviving and Thriving at Work, Home, and School. Seattle: Pear Press

Owocki, Gretchen. The Common Core Lesson Book, K-5. (2012) Portsmith: Heineman.

Responsive Classroom website,

Rethinking Schools website,

Shore, Kenneth. (2003) Elementary Teacher’s Discipline Problem Solver, San Francisco: Jossey-Bass.

Teaching Tolerance website,

Willis, Judy. (2006) Research-Based Strategies To Ignite Student Learning: Insights from a Neurologist/Classroom Teacher. Alexandria, VA: ASCD.

ELED 468 Course Objectives

Teacher candidates who successfully complete this course will:

• Use the website and the Maryland Common Core State Curriculum for planning appropriate daily instruction. (InTASC Standard #7, ACEI 3.1)

• Create interdisciplinary learning experiences that allow children to integrate knowledge, skills, and methods of inquiry from several subject areas. (InTASC Standard #4, ACEI 2.1, 2.2, 2.3, 2.4, 2.5, 2.6)

• Select learning experiences that are appropriate for curriculum goals. (InTASC Standard #7, ACEI 3.1)

• Understand and use a variety of instructional strategies to foster the pupils’ critical thinking, problem solving, and performance skills. (InTASC Standard #5, #8, ACEI 3.3)

• Organize and monitor independent and cooperative group work in order to promote the active, equitable and varied participation of all individuals in productive tasks. (InTASC Standard #3, ACEI 3.4)

• Use available technology in instruction. (COE Standard, ACEI 3.5)

• Communicate in ways that demonstrate sensitivity to cultural and gender differences. (InTASC Standard #2, ACEI 3.5)

• Plan for learning activities and opportunities that recognize and address variations in learning styles and performance modes, using Universal Design for Learning principles (InTASC Standard #1,#2, #7, ACEI 1, 3.1)

• Create or adapt instructional activities and experiences to meet the developmental and academic needs of diverse learners and children with special needs. (InTASC Standard #1, #2,#7, ACEI 1, 3.1, 3.2)

• Evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy and usefulness in classroom settings. (InTASC Standard #4, ACEI 2.1, 2.2, 2.3, 2.4, 2.5, 2.6)

• Assess the effectiveness of class activities on individuals and the class as a whole and modify instructional approaches and plans as needed. (InTASC Standard #6, ACEI 4.0)

• Use a variety of techniques to assess learners’ academic levels, to evaluate children’s progress and performances, and to modify instruction accordingly. (InTASC Standard #6, ACEI 4.0)

• Help children develop self-assessment skills and set personal goals for learning. (InTASC Standard #6, ACEI 4.0)

• Seek the opportunity to interact with parents and the community at large by attending parent conferences, PTA meetings and communicating with parents whenever possible. (InTASC Standard #10, ACEI 5.1, 5.2)

• Use the opportunity to involve the larger community in the life of the school. (InTASC Standard #10, ACEI 5.2)

• Attend professional development workshops and seminars available during his or her experience. (InTASC Standard #9, ACEI 5.1)

• Develop an understanding of the importance of self-evaluation, keeping up with professional literature and other resources, and actively sharing new ideas and experiences with colleagues in order to continue to grow professionally throughout his or her career. (InTASC Standard #9, ACEI 5.1)

School Calendar

Interns in the Baltimore County cohort follow the BCPS school calendar for their internship. This means that interns will follow BCPS calendar for holidays and school closings. Internship dates are August 19- December 13, 2013. Makeup days will extend until December 18.

Inclement Weather

Please listen to WBAL radio (AM 1090) or turn on your television in the event of inclement weather. Follow the delayed opening or early closing for Baltimore County Public Schools. Office policies do not apply to us. Also, interns can check the website, .

COURSE REQUIREMENTS/ASSIGNMENTS/EXPECTATIONS/ POLICIES:

1. Attendance, Participation, Demonstrated Proficiency (60 Points)

Students are expected to exhibit behaviors consistent with those of a full time professional elementary school educator.

• Full attendance and punctuality.

• Successful participation in all aspects of the classroom teacher’s professional responsibilities.

• Demonstration of proficiency in the classroom as evidenced by successful performance during observations and reflection and self-evaluation after teaching lessons.

• Demonstration of proficiency based on mentors’ and university supervisors’ summative evaluations.

• Demonstration of proficiency based on mentors’ and university supervisors’ summative evaluation of the Essential Dispositions. (InTASC 1-10, ACEI 1-5.2)

2. Teaching: You are not expected to be perfect in your teaching, but you are expected to make progress in assuming classroom responsibilities throughout the internship and in honing your craft. Co-teaching is the perfect way to begin. Teach your lessons in a professional and effective manner, always interacting with students in a caring and professional way. Mentors serve as your daily coach; I will serve as a visiting coach. Your mentor will observe your teaching in order to give you feedback. The university asks that mentor feedback be a combination of verbal and written. Our hope is that mentors will provide interns with weekly written feedback in either the spiral notebook or on an observation form (One copy to intern, one to mentor, and one to university liaison). Your university supervisor will observe your teaching and give you written feedback at least 5 times over the course of the semester. When possible, you will be notified in advance that you will be observed. If your schedule changes at the last minute, especially if you have an observation scheduled, please contact me to advise me of the change! In the beginning, I will conduct brief, informal observations. By week 5, I will conduct longer, more formal observations followed by a post-observation conference with you. For these scheduled formal observations, I will need a copy of the lesson plan (print or electronic), and the plan needs to demonstrate your exemplary use of the ILP template. Each week, you are expected to post your teaching schedule on our shared Google calendar by Sunday evening, 7:00 p.m. highlighting your specific responsibilities.

3. Working Notebook (15 Points)- Visible and available each day

Interns will maintain a notebook containing all lesson plans developed and taught during the internship experience. Mentor teachers’ signatures and dates should be included on all printed plans to indicate plans were approved. Also included in the notebook will be a list of school-related activities in which the intern is involved. (INTASC 1-8, ACEI 1-5.2)

Notebook Format

Use a 3-inch, 3-ring binder. Create a separate section for each subject and one section for school-related experiences. (INTASC 1-10, ACEI 1-5.2)

Section I: Lesson Plans

All lessons you plan and teach are to be filed daily by subject in a notebook. Lesson plans may not be implemented without the prior approval and initials of your mentor. Have this approval at least 48 hours in advance. All lesson plans need to follow the ILP format. Please be sure to include analysis and reflection for each lesson that identifies the strengths and weaknesses of the lesson and how you would improve instruction if you taught the lesson again. This notebook will be most useful as you develop thoughtful and meaningful commentaries. The lesson plan notebook should be available on your desk daily for the instructor to review when visiting for observations. File the lesson plans with the most recent on top (reverse chronological order), please.

Section II: School Experiences

Keep a running log of each encounter you have related to the following topics:

1. School involvement (committees, SIT, special events, assemblies, projects)

2. Parent/Community involvement (conferences, PTA, telephone, etc.)

3. Support Services (IEP team, TAG, psychologist, guidance, speech, OT, PT, etc.)

4. Reading and Reading Resources (instructional strategies, grouping, teaming scheduling, materials, etc)

5. Technology (lessons using computers, Internet, Smartboards, video, audio, etc.)

6. Feedback on your teaching

7. Common Core materials

8. Other topics

Remember that many of these topics will be discussed in interviews.

Section III: Professional Communications (or use a separate binder/folder/organizer)

1. Keep all non-spiral feedback forms here, in reverse chronological order, from your mentor(s) and supervisor(s).

2. Organize all communications you send to parents (introductory letter, edTPA permissions for videotaping, permissions for Action Research project) and emails you deem important enough to print (I have asked you to print your introductory email to your fall mentor).

3. Action Research Project and Presentation (Department Core Requirement- 25 points)

Interns will engage in action research, which supports current PDS annual goals (as articulated in Center for Professional Practice’s Required Action Plan), the school’s School Improvement Plan, and focuses on student achievement. Pre- and post-intervention data will be collected and analyzed to determine project effectiveness. The projects may be completed in intern groups or individually, with efforts made to guard against unequal workloads. Before and after school hours spent on the intervention may also count as contributions to the life of the school (see below).

The purpose of the action research project is to demonstrate your ability to address a learning need for a student(s), research a topic, develop a hypothesis, select a strategy to address a problem, implement the strategy, collect data, analyze the data, and draw conclusions related to your hypothesis. The independent action research project is to be conducted with students within your classroom. Discuss the project proposal with your mentor teacher prior to submitting your proposal to the university supervisor for final approval.

The action research projects must be presented or shared at the PDS sites and at seminar. Interns are also encouraged to share their action research projects at the state PDS conference in early May.

4. Contributions to the Life of the School (LOTS) Benefiting the PDS Goals Department Core Requirement

Interns will complete and keep a documented log of service over the course of the PDS internship year, which benefits the PDS and supports the annual strategic plan for the site. The log will be submitted to CPP in December. The goal of this learning is to demonstrate the intern’s passion and commitment to teaching/learning, rather than a logging of requisite hours. Interns will provide a brief description of activities and reflect on the positive impact resulting from participation in these activities. (InTASC 10, ACEI 5.1, 5.2)

Requirement Points

Attendance, Participation, Demonstrated Proficiency 60

Up-to-date & Organized Working Notebook 15

Action Research Project and Presentation 25

Contributions to the Life of the School 0

(documented completion of 10+ hours benefiting the PDS

and its annual goals) ______________

100 points total

Grading Policy: Grades for internship (ELED 468) are Satisfactory (S) or Unsatisfactory (U).

Satisfactory= 80-100 points Unsatisfactory= 0-79 points

Participation in the clinical field experience and other required activities, as well as expertise in planning and delivering instruction, is evaluated. Students must meet all course requirements/assignments at a satisfactory level to receive a satisfactory grade for student teaching.

Interns will have experience in at least two classrooms during their PDS internship year. Interns are expected to participate in all aspects of the classroom teacher’s professional responsibilities, assuming increased responsibility over time, while demonstrating measurable growth. Interns are required to execute a minimum of 10 days of full-time teaching during the full-time semester. We encourage interns who are ready and have their mentor’s and supervisor’s approval to teach 15 days. We assume that there will be variations in the schedule depending on placement, rotation cycle, and school calendars.

Course Expectations

Absences, Excused- University Policy

It is policy of the university to excuse the absences of students for the following reasons:

• Illness or injury when the student is unable to attend class.

• Religious observance where the nature of the observance prevents the student from attending class.

• Participation in university activities at the request of university authorities (e.g., Intercollegiate Athletics, Forensics Team, Dance Company, etc.)

• Compelling, verifiable circumstances beyond the control of the student.

Students requesting an excused absence must provide documentation to the instructor two weeks prior to the scheduled absence when known in advance or as soon as possible when not known in advance. Absences due to religious observations need to be discussed with the professor by the second week of the semester.

Absences that do not fall into any of the categories outlined above are unexcused. Faculty may set a limit on the number of unexcused absences. See below for the Elementary Education Department policy about unexcused absences.

Students who are absent from class are responsible for any missed work, assignments, or assessments (e.g., quizzes, tests, papers, etc.). Faculty members are required to allow students with documented excused absences to make up missed work or assignments when this is feasible. When the nature of the assignment makes this impossible, faculty members should attempt to make a reasonable adjustment of the assignment. Students who will be representing TU at events, conferences, or other official activities should obtain a Notification of Absence from Class Form from the Office of Student Activities, University Union, room 217, to be given to their instructors to verify the excused absence. Students are encouraged to notify faculty of anticipated class absences as soon as they learn they will be missing class. Faculty should use their discretion regarding making up missed assignments and the ramifications of missing certain class periods.

Important: Students, who fail to appear for the first two class sessions, or the first session of evening classes, may forfeit their space in class. Instructors have the right to release these spaces to other students wishing to add the class to their schedules. Students who lose their spaces MUST OFFICIALLY WITHDRAW FROM THE COURSE THROUGH THE REGISTRAR’S OFFICE TO AVOID EARNING AN FX GRADE FOR NON-ATTENDANCE. See the catalog sections on Changing a Schedule and Grades/Grading for further information.

All absences during internship days must be made up at the discretion of your mentor teacher and university liaison.

Absences, Unexcused

Any absences that do not conform to the above statements are considered unexcused. If there is a need for an unexcused absence, the student must request that absence in writing from the course instructor who will take the request to the Level Three Committee.

Should an unexcused absence occur, the overall course grade will drop one letter grade for each unexcused occurrence. This means an overall A would automatically become an A-, an A- would become a B+, etc. If a second unexcused absence occurs, the A grade would drop to a B+, A- to a B, etc.

All absences during internship days must be made up at the discretion of your mentor teacher and university liaison, but no later than the last day of exam week, which is the end of the semester.

Attendance

“Students in Level III and IV of the Elementary Education Program in fall term will begin the term when elementary school teachers are required to be in their classrooms. This may be before the start of the term at Towson University.” (Undergraduate catalog, p. 74) All interns must wear their Towson University Identification Card on a lanyard while in schools. All interns are expected to attend every day of the internship in the schools and attend every seminar class. Please keep in mind that you will now have responsibility for 20-25 students who cannot be left alone. It is your responsibility to arrive each day well before they do. Please arrive at the schools early enough to prepare for the day, but no later than the scheduled arrival time for teachers. You may leave school after you have prepared for your next day, but not earlier than the scheduled dismissal time for teachers. On your internship days, you have one objective: fulfilling all of your designated classroom responsibilities.

When known in advance that a circumstance necessitates a late arrival or an early departure, you must receive permission in writing from your mentor teacher and your university liaison. For unexpected circumstances that may cause you to be late, it is your responsibility to call the school and inform the secretary and mentor of your arrival time. Failure to do so is a serious breach of professional conduct. Failure to call the school, mentor, and university liaison will result in 20 points automatically deducted from the points for the course for the first offense. Failure to call the school, mentor, and university liaison for a second offense will result in automatic dismissal from ELED 468 and/or ELED 469 as we will believe your conduct is unprofessional and unbecoming a beginning teacher.

Even with notification, if you have more than one incident of arriving late or leaving early, there will be a loss of course points, at the discretion of the instructor, for each incident. All missed time during internship days must be made up at the discretion of your mentor teacher and university liaison, but no later than the last day of exam week/end of semester.

If you are late or leave early more than one time, and the university liaison does not learn about the late arrival or early leave until after such offense occurs, you will be removed from the course.

Also, with the first lateness and/or absence where interns fail to call, interns will meet with the mentor teacher and university liaison to begin corrective action. A written assistance plan will be developed to ensure that such behavior does not occur again. A signed copy of the remediation plan will be sent to the ELED department chair and kept on file in the ELED office.

If a student is in need of remediation for any other reason, the mentor teacher, university liaison, and intern will meet to design and implement an assistance plan. A signed copy of the remediation/assistance plan will be sent to the ELED department chair and kept on file in the ELED office.

Please expect that you will catch almost all illnesses known to children, and therefore, you will have to make sure you are extremely ill and unable to function to miss one day of the internship. All illnesses that keep you from coming to school on internship day must be documented by a physician. You MUST phone your mentor and university liaison the morning of your absence PRIOR to the start of the school day. It is the intern’s responsibility to forward all lesson plans and materials for lessons to the mentor teacher in a timely manner, if you absolutely must miss an internship day.

Cell Phones and other electronic devices

Cell phones should be turned off during the school day and during classes. Under no circumstances are you allowed to make or receive cell phone calls in the classroom during instructional time. Texting and/or checking personal email on a personal or school computer are obviously inappropriate during instructional time and during seminar.

We realize there could be an occasion when the intern is expecting an important emergency call such as a birth or message from a doctor, etc. On those occasions, please ask permission from the mentor teacher/university liaison for a cell phone to vibrate. Or, ask that emergency calls go to the school office.

If you are expecting business calls to substitute on your phone, you might want to think about your ringtone, your answering message, and the music you ask folks to endure. Please, show some courtesy to your future employers and references! Remember that everything you do this year is part of an extended interview and folks notice the little details.

Class Participation

Active participation in internship classrooms is expected and necessary to form a collaborative relationship with the mentor teacher. Interactions with elementary students are an integral part of your daily expectations.

Active participation in seminar discussions on a regular basis is required. Seminar participation encompasses far more than just attendance. Each class meeting lasts several hours, during which time you will be expected to contribute to class discussions, work cooperatively in assigned groups, and assume leadership when needed. To achieve the expectations in this category, you will need to read and study the assigned material to be covered prior to coming to class.

Course Evaluations

Interns are asked to evaluate ELED 468 and 469 each semester in order for us to make continuing improvements to the courses. These two courses are currently evaluated online. Interns are also required to complete a program review online at the end of the semester. You might want to keep a log of ideas as you move throughout the semester in your working binder.

Email

Please note that all e-mails will be sent to your Towson e-mail account. You are encouraged to check your email regularly while in the professional internship year.

It is essential that you use this account because important information from the university about your student account and registration information will be sent to you electronically and not by U.S. mail. To activate your account, go to “online services” on towson.edu. If your mailbox is full, you will not receive additional emails. Therefore, we strongly urge you to clean out your mailbox regularly.

Preparation for Internship

Preparation for internship days involves writing lesson plans, preparing materials, and submitting them for mentor’s approval at least 48 hours prior to teaching. Interns are expected to be prepared for all teaching and classroom responsibilities. Failure to be prepared is considered an absence from course attendance that day. Late assignments are penalized at the discretion of the instructor.

Professional Behavior in the School/Classroom:

Interns must display professional behavior at all times. Interns are in the schools to learn, to observe, and to develop and practice their teaching skills. Professional behavior and your ability to build professional relationships are critical for your success in this course and later in your teaching career.

• Develop a cooperative spirit with your mentor teachers. The mentor teacher has a wealth of experience, information and insight. Because interns have much to learn, they should use the school based personnel in a manner that will make the internship productive and successful. Ask questions, lots of questions, in order to learn what you do not already know.

• Establish good relationships with all school personnel. Learn the names of the secretaries, custodians, and all other support personnel. Learn the names of all related arts teachers, the reading specialist(s), the guidance counselor, the social workers, the ESL teacher, special education teachers, etc. As a matter of courtesy, always address faculty members as Mr./Mrs. Miss/Ms. unless otherwise directed by that individual. Learn how the school works as a community. Principals and other school personnel are always impressed to see interns using their own time to learn about the functioning of a school and volunteering their own time for special events, i.e. going beyond the expected or ordinary.

• Respond to constructive criticism in a positive manner. As an educator, you will spend a lifetime giving feedback to your students and receiving it from your peers and administrators. Learning to deal with constructive criticism now will help you to use it in a positive manner.

• Be prepared to work very hard and to complete all assignments on time.

• Late assignments will lower your grade in the course. No late work will be accepted unless you have discussed your difficulty in completing the assignment with the instructor prior to the due date/time. For each occurrence of work being turned in past the due date, the grade for the project will be lowered as follows: from an A to an A-, from an A- to a B+, from a B+ to a B, from a B to a B-, etc. Late assignments are not eligible to be redone. Students who wish to redo assignments to improve their own learning are welcomed to do so. However, the maximum grade earned will be a B+ on a redo.

• Make sure that your mentor teacher approves all lesson plans that you will teach in advance of your teaching the lesson. Discuss with your mentor how you can get the lesson plans to her/him in advance. Think about fax machines, email, delivery in person to the school, etc. If you give your work to another student to deliver, please verify with the mentor teacher that he/she received it. Have your mentor initial approved plans on the first page of the lesson plan.

• Look around. Observe others’ dress, speech, and professional conduct. Many of your questions will be answered just by observing other professionals.

• An additional component of your preparation includes communication with your university supervisor. Each week, you are expected to post your teaching schedule on our shared Google calendar by Sunday evening, 7:00 p.m. highlighting your specific responsibilities.

• In buildings and on grounds of Baltimore County Public Schools, there will be no smoking; no possession or consumption of alcoholic beverages; and no possession, consumption and/or distribution of controlled substances.

Social Networking Expectations- DRAFT Policy:

“The same principles and guidelines that apply to students’ activities in general also apply to their activities online. This includes all forms of online publishing and discussion, including blogs, user-generated video and audio, social networks and other social media applications. The Internet is neither anonymous nor forgetful, and there is no clear line between one’s professional life and personal life on a social media site. Teacher candidates need to weigh every posting for how it affects their effectiveness as teachers.” (Professional Behavior Policy)

All Towson University interns who are placed in schools for any reason are expected to maintain high standards of professionalism.  Professional standards include the use of social media for personal and professional use.  It is inappropriate, for example, to post material on personal websites or social networks that include text or pictures that involve discriminatory acts of speech, bullying, nudity, obscenity, vulgarity, profanity, pornographic material, illegal material, pictures or text portraying, advocating or celebrating alcohol or drug use, or sexually explicit content.  Violation of this policy may result in disciplinary action, including but not limited to, removal from the school placement and separation from the education major. 

Facebook, MySpace, Tumblr, etc. are a fact of life. However, you need to separate your life on the Internet from your professional life. Watch your language. Add photographs and tags carefully. Disclose less personal information and please, do not friend a mentor until your professional, working, business relationship has ended. Never friend a student or parent during internship. A previous intern recommends the website Reppler, (). It is free and fast. It scans your online media pages (Facebook, Twitter, etc.) to see if you have inappropriate content and also checks your security settings. It helps ensure that your online profile is appropriate and professional.

Students with Disabilities

Towson University is committed to providing equal access to its programs and services for students with disabilities, in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Disability Support Services is the office designated to provide reasonable accommodations to students with disabilities. Students seeking accommodations must identify themselves to DSS, request an appointment to discuss their needs, and provide DSS with up-to-date and complete documentation of their disabilities. DSS determines what accommodations are reasonable on a case-by-case basis, taking into account the student’s disabilities and needs, nature of their learning task, course standards and essential requirement of the program of study, and educational environment. Students are encouraged to register with DSS as soon as possible after admission to the University to ensure timely provision of services. –Excerpted from the Undergraduate Catalog, p. 39 and from the Disability Support Services website at

Any student who may need an accommodation due to a disability should see me privately after class or call me to set up an appointment.   A memo from Disability Support Services authorizing your accommodations is needed.

If you do not have a documented disability, but you know you struggle with correctness in writing, please make an appointment with me. We will need to discuss how you plan to manage your difficulty with writing in your final internship and pending career.

Student Code of Conduct

This course is conducted in accordance with the University’s Policy concerning cheating and plagiarism, as stated in the Student Code of Conduct. Cheating and plagiarism in any form, whether intentional or unintentional, are unacceptable and will result in the Intern receiving a failing grade in this course. Please be aware that this includes handing in assignments, papers, etc. that have been submitted in other classes/courses.  

Become informed about plagiarism by asking your instructor any questions you have that are specific to class assignments and by informing yourself of the university policy on the Provost’s webpage at After you have met with your instructor, if you wish to dispute a course-related sanction for academic dishonesty, the appeal process is as follows: 
Elementary Education Department Chairperson, then College of Education Dean, and finally University Student Appeals Committee. 


Written and Oral Communication

Excellent writing and oral communication skills are essential for teaching. All papers and other written projects must demonstrate college-quality writing. Expectations include correct spelling, appropriate punctuation, complete sentences, clear and concise writing, Standard English, and well-organized composition. All assignments must be completed as Word documents, typed in Times New Roman, 12-point font, and double-spaced, unless otherwise noted. Documents emailed to me should be in Word. Grades for projects, papers, reports, and reflections will be based on content and written presentation. Poorly written assignments could result in the lowering of your grade by as much as 20%. If the instructor deems it necessary, you will be asked to revise the assignment. Work that must be resubmitted cannot earn full point value. The university supervisor must first approve any letters from the intern that are to be sent home to parents at any time during the semester.

We expect that oral communication is sound, as well. Interns are expected to use Standard English whenever speaking and convey presentations and demonstrations clearly and correctly.

INTERNSHIP CLASSROOM RESPONSIBILITIES: Interns are expected to participate in all aspects of the mentor teacher’s professional responsibilities.

| | | |

|Week 1 |Assist with school opening preparations by attending meetings, | |

| |preparing the physical classroom, collecting materials, and planning |Plan at least 2 |

| |for the first week, etc. Maintain same schedule as your teacher. |lessons this week |

| |Collaboratively plan a welcome back activity for the students. | |

| |Determine responsibilities for first day, week. | |

|Week 2 | | |

| |Begin planning units and a teaching schedule. Assist teacher in as |Teach 2 to 6 |

| |many ways as possible. |lessons this week |

| |Participate in small group/co-teaching activities. | |

| |Observe and reflect. | |

| | | |

|Week 3 &4 |Co-teaching and increased independent teaching. |Teach 5 to 10 |

| |Observe and reflect. |lessons per week |

| | | |

|Week 5 & 6 |Co-teaching and increased independent teaching. |Teach 10 to 12 |

| |Observe and reflect. |lessons per week |

| | | |

|Week 7 |Co-teaching and increased independent teaching. |Teach 12 to 15 |

| |Observe and reflect. |lessons per week |

|Week 8 |First week of full time-teaching | |

| |Mid-semester conferences | |

| | | |

|Week 9 |Co-teaching and independent teaching |Teach 15-20 lessons per week|

| |Mid-semester conferences | |

|Week 10 & 11 | |Teach 15 to 20 |

| |Co-teaching and independent teaching. |lessons per week |

| |Observe and reflect. | |

| | | |

|Week 12 |Co-teaching and independent teaching as schedule for AEW permits |Teach 10 to 15 |

| | |lessons per week; edTPA DUE |

|Week 13 & 14 |Co-teaching and independent teaching | |

| | | |

| |Parent/teacher conferences | |

|Week 15 | | |

|Week 16 |Second week of full-time teaching; plan and teach |Full-time teaching; |

| | |Complete unfinished |

|Week 17 |Intern incrementally relinquishes teaching responsibilities to mentor|activities; observe other |

| |teacher- 4,3,2,1 lessons daily |grade levels |

NOTE TO MENTOR TEACHERS:

Mentor teachers are encouraged to observe students as they teach and to provide constructive criticism and feedback on a regular basis. Feedback may be oral and/or written in the spiral notebook and/or observation forms. In addition, mentor teachers are not required to leave the classroom during the student’s full-time teaching week. The mentor teacher’s role during the week is one of an observer/evaluator/supporter and the student intern is expected to demonstrate the capacity to teach on a full-time basis without a great deal of assistance.

Essential Dispositions for Educators

At Towson University, we recognize the importance of training candidates who are worthy to join the education profession. All students enrolled in the Professional Education Unit programs are expected to develop a professional conscience by demonstrating important human characteristics and dispositions necessary to work with diverse and inclusive communities of learners. Following is a list of dispositions, including important diversity proficiencies, which have been identified as core behaviors expected of all graduates of all Unit programs. As candidates progress through coursework and field experiences, they are expected to demonstrate increased understanding and eventual mastery of these dispositions. Mastery of the Essential Dispositions will be assessed at the end of this course.

Commitment to Professional Practice

The successful candidate:

o Respects and models high academic standards, including written and oral English.

o Demonstrates a repertoire of pedagogical skills that develop students’ critical thinking, independent thinking, and performance capabilities.

o Uses ongoing assessment as an integral part of the instructional process.

o Reflects on practice regularly in order to improve student learning.

o Make decisions based on ethical and legal principles, including respect for confidentiality.

Caring for the Success and Well-Being of All Students

The successful candidate:

o Believes that all students can learn and persists in facilitating their success.

o Accepts and demonstrates responsibility for improving learning for all students.

o Values rapport with colleagues, students, and families.

o Models the virtues of an educated person, including work ethic.

o Respects diversity and appreciates cultural differences.

Collaboration with Colleagues and Stakeholders

The successful candidate:

o Establishes and contributes to a positive learning climate for all students.

o Engages in continuous learning and professional discourse.

o Recognizes parents as partners in teaching and learning.

o Seeks expert knowledge in order to improve teaching and learning.

o Accepts suggestions and implements changes to improve professional practice.

Bibliography

Arends, R.I. (2009). Learning to teach. Boston: McGraw-Hill.

Borich, Gary, D. (2010). Effective Teaching Methods, Research-Based Practices (7th ed.). Upper Saddle River: Pearson.

Calkins, L., Ehrenworth, M, and Lehman, C. (2012). Pathways to the Common Core: Accelerating achievement. Portsmouth, NH: Heinemann.

Charney, R.S. (2002). Teaching children to care. Turner Falls, MA: Northeast Foundation for Children.

Cleveland, K. P. (2011). Teaching boys who struggle in school: Strategies that turn underachievers into successful learners. Alexandria, VA: ASCD.

Conderman, G., Bresnahan, V., and Pedersen, T. (2009). Purposeful co-teaching: Real cases and effective strategies. Thousand Oaks, CA: Corwin Press.

Cowhey, M. (2006). Black ants and Buddhists: Thinking critically and teaching differently in the primary grades. Portland, Maine: Stenhouse Publishers.

Danielson, C. (2011). The framework for teaching evaluation instrument. Alexandria, VA: ASCD.

Dweck, Carol. (2006). Mindset: The new psychology of success: How we can learn to fulfill our potential. New York: Ballantine Books.

Good, T.L. and Brophy, J.E. (1993). Looking into classrooms. New York: Harper and Row.

Harmin, M. and Toth, M. (2006). Inspiring active learning: A complete handbook for today’s teachers. Alexandria, VA. Association for Supervision and Curriculum Development.

Jensen, Eric. (2004). Brain-compatible strategies (2nd ed.). Thousand Oaks: Corwin Press.

Jones, F. (2007). Tools for teaching. Santa Cruz, CA: Fredric H. Jones Associates, Inc.

Joyce, B. and Weic, M. (2008). Models of teaching (8th ed.). Boston: Allyn & Bacon.

Kagan, S. and Kagan, M. (1992). Cooperative learning. Las Vegas: Kagan Publishing.

Kellough, R.D. (2010). A resource guide for teaching: K-12. New York: Macmillan.

Mallery, A.L. (2000) Creating a catalyst for thinking: The integrated curriculum. Boston: Allyn & Bacon.

Maryland State Department of Education (Website) .

Marzano, R.J., Pickering, D.J. and Pollock, J.E. (2001). Classroom instruction that works. Alexandria: Association for Supervision and Curriculum Development

Marzano, Robert J. (2010). Formative assessment and standards-based grading. Bloomington, IN:

Marzano Research Laboratory.

Marzano, R., Norford, J. Paynter, D., Pickering, D., and Gaddy, B. (2001). A handbook for classroom

instruction that works. Alexandria: Association for Supervision and Curriculum Development.

Medina, John. (2008). Brain rules: 12 rules for surviving and thriving at work, home, and school.

Seattle: Pear Press.

Morrison, G.S. (2008). Teaching in America (5th ed). Boston: Allyn & Bacon.

Pelletier, C.M. (2000). Strategies for successful student teaching. Boston: Allyn & Bacon.

Phelan, Thomas and Schonour, Sarah Jane. (2004). 1-2-3 Magic for teachers: Effective classroom discipline pre-K through grade 8. Glen Ellyn: Parent Magic. (Paperback) ISBN 1-889140-171

Rank, M.K. and Shelton-Colangelo, S. (2003). Voices of student teachers: Cases from the field (2nd ed). Columbus, OH: Merrill-Prentice Hall.

Ryan, K. and Cooper, J.M. (2009). Kaleidoscope: Contemporary and classic readings in education. Boston: Houghton Mifflin.

Reeves, A. R. (2011). Where great teaching begins: Planning for student thinking and learning. Alexandria: ASCD. ISBN 978-1-4166-1332-9

Richardson, J. (2009). The next step in guided reading. New York: Scholastic.

Roe, B. D., Ross, .P., and Smith, S.H. (2006). Student teaching and field experience handbook. Upper Saddle River: Pearson.

Sagor, R. (2005). The action research guidebook: A four-step process for educators and school teams. Thousand Oaks, CA: Corwin Press

Shore, Kenneth. (2003). Elementary teacher’s discipline problem solver. San Francisco: Jossey-Bass.

Tomlinson, C.A. (2001). How to differentiate in mixed-ability classrooms (2nd ed.). Alexandria:

ASCD.

Wicker, P.E. and Schulz, H. (1995). The abc’s of running an elementary classroom. Albany, N.Y.: Delmar.

Willis, Judy. (2006). Research-based strategies to ignite student learning: Insights from a neurologist/classroom teacher. Alexandria: ASCD.

Whitaker, T. (2003). What great teachers do differently: 14 things that matter most.

Larchmont, NY: Eye on Education.

Wong, H. K. and Wong. R.T. (2001). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.

Wood, Chip. (2007). Yardsticks (3rd ed). Turner Falls, MA: Northeast Foundation for Children, Inc.

ELED 469.005 PDS INTERNSHIP II Seminar Fall, 2013

Course Description

Readings, action research, and discussion of school environments, instructional delivery, diagnosis and evaluation, classroom management policies. Active inquiry within the context of classrooms and agencies that influence schooling practices. Prerequisite: Successful completion of Level III Elementary Education Professional sequence. Co-requisite: ELED 468

Required Resources

• Association for Childhood Education International (ACEI)

• Brookhart, Susan M. (2008). How to give effective feedback to your students. Alexandria: ASCD

• Handout- ILP Lesson Plan Template and Lesson Plan Explanation

• Maryland State Department of Education Website, .

• Marzano, Robert J. (2011). Formative assessments and standards-based grading. Bloomington, IN:

Marzano Research Laboratory.

•

• Tiedt, P.L. & Tiedt, I.M. (2005). Multicultural teaching. A handbook of activities, information, and

resources. (7th or 8th ed.). Boston: Allyn & Bacon. (Chapters 11 &12)

• edTPA Handbook

Recommended Resources

Zweirs, Jeff & Marie Crawford. (2011). Academic Conversations. Classroom Talk That Fosters Critical Thinking and Content Understandings. Portland: Stenhouse publishers. ISBN 978-1-57110-884-5

469 Course Objectives

Teacher candidates who successfully complete this course will:

• Use the website and the Maryland Common Core State Curriculum for planning appropriate daily instruction. (InTASC Standard #7, ACEI 3.1)

• Create interdisciplinary learning experiences that allow children to integrate knowledge, skills, and methods of inquiry from several subject areas. (InTASC Standard #4, ACEI 2.1, 2.2, 2.3, 2.4, 2.5, 2.6)

• Select learning experiences that are appropriate for curriculum goals. (InTASC Standard #7, ACEI 3.1)

• Understand and use a variety of instructional strategies to foster the pupils’ critical thinking, problem solving, and performance skills. (InTASC Standard #5, #8, ACEI 3.3)

• Organize and monitor independent and cooperative group work in order to promote the active, equitable and varied participation of all individuals in productive tasks. (InTASC Standard #3, ACEI 3.4)

• Use available technology in instruction. (COE Standard, ACEI 3.5)

• Communicate in ways that demonstrate sensitivity to cultural and gender differences. (InTASC Standard #2, ACEI 3.5)

• Plan for learning activities and opportunities that recognize and address variations in learning styles and performance modes, using Universal Design for Learning principles (InTASC Standard #1,#2, #7, ACEI 1, 3.1)

• Create or adapt instructional activities and experiences to meet the developmental and academic needs of diverse learners and children with special needs. (InTASC Standard #1, #2,#7, ACEI 1, 3.1, 3.2)

• Evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy and usefulness in classroom settings. (InTASC Standard #4, ACEI 2.1, 2.2, 2.3, 2.4, 2.5, 2.6)

• Assess the effectiveness of class activities on individuals and the class as a whole and modify instructional approaches and plans as needed. (InTASC Standard #6, ACEI 4.0)

• Use a variety of techniques to assess learners’ academic levels, to evaluate children’s progress and performances, and to modify instruction accordingly. (InTASC Standard #6, ACEI 4.0)

• Help children develop self-assessment skills and set personal goals for learning. (InTASC Standard #6, ACEI 4.0)

• Seek the opportunity to interact with parents and the community at large by attending parent conferences, PTA meetings and communicating with parents whenever possible. (InTASC Standard #10, ACEI 5.1, 5.2)

• Use the opportunity to involve the larger community in the life of the school. (InTASC Standard #10, ACEI 5.2)

• Attend professional development workshops and seminars available during his or her experience. (InTASC Standard #9, ACEI 5.1)

• Develop an understanding of the importance of self-evaluation, keeping up with professional literature and other resources, and actively sharing new ideas and experiences with colleagues in order to continue to grow professionally throughout his or her career. (InTASC Standard #9, ACEI 5.1)

COURSE REQUIREMENTS/ASSIGNMENTS/GRADING

1. Attendance and Active Participation: Attend and actively participate in all seminar sessions. We expect that interns will attend every seminar and complete all assignments by the required dates. Late assignments are penalized at the discretion of the instructor. The seminar sessions are intended to be collaborative, professional, and helpful to beginning teachers. Without full attendance and engaged participants, that cannot occur. Excessive absences, late arrivals, and early departures can result in a reduction of the course grade by up to 20% or the intern may be dismissed from the class. If a student has missed more than one class session, s//he may be placed on a formal assistance plan.

2. Readings: Complete all required readings/ class assignments before the class begins. Preparation for class sessions involves assigned reading (textbooks and other assigned readings), reflections completed in a thoughtful manner, and having all needed materials with you (all course textbooks, working notebook, etc.). You are expected to come to class prepared and to participate actively. Work must be completed and submitted on the due dates at the beginning of the class period.

3. Reflections: Interns are expected to reflect at the end of each lesson and to jot down new learnings and/or questions at the end of the plan. However, a more in-depth and thoughtful reflection will be due at least 5 times during the semester. Consult the seminar calendar for due dates. Reflection topics will be assigned by the instructor. This reflection should be a minimum of two pages and should be typed. Writing quality and content will be factored into the grading process for this assignment. Examples of reflection topics include: specific observational data on a child and decisions that the intern made to address the issues presented; use of different instructional delivery models; lessons taught, how the intern used available technology in teaching; documentation of effective parent contacts and/or use of community resources; and especially important milestones in the intern’s development as a teacher. The reflection is due at seminar. This is an important assignment, which assists the intern in reflecting on the semester activities, and keeps the university supervisor informed of important classroom events.

4. Resume: Submit a current and complete resume as a document ready for interviews.

5. Summer reading: Select a children’s book that presents multicultural considerations.   Remember we are asked to teach children to “recognize, accept, and appreciate differences in culture, ethnicity, social class, sexual orientation, religion, ability/disability, age, and gender.”  We also hope to “instill in learners during their crucial developmental years a sense of responsibility and a commitment to work toward the democratic ideals of justice, equality, and democracy.” These books should help us generate some multicultural connections in our lessons this semester and deepen our understanding of many cultures.

Select a journal/text that interests you with regard to your own professional growth. Educators are expected to be lifelong learners and regularly read materials to improve their understanding of trends and authorities within education. Be prepared to write an annotation about this text in order to contribute to a cohort bibliography that will be distributed to interns and PDS site personnel.

6. Teacher Performance Assessment: All interns are required to develop a professional portfolio to demonstrate teaching competencies. This is both a core assignment for this course and a graduation requirement. For this cohort, the Teacher Performance Assessment (edTPA) for Elementary Literacy will serve as the professional portfolio. To complete this portfolio, interns must teach a learning segment of 3-5 hours of connected instruction in literacy. The edTPA involves four tasks with corresponding written commentaries:

1) Planning Instruction and Assessment

2) Instructing and Engaging Students in Learning

3) Assessing Student Learning

4) Analyzing Teaching

Please refer to the edTPA handbook for information regarding specific requirements. Interns must submit all TPA materials electronically through TaskStream by Sunday, November 17, 2013 and must meet the minimum passing score as determined by the Department of Elementary Education. Interns who do not meet the minimum standards for this task will either be asked to revise and resubmit the task or to do the task again.

7. Complete additional requirements as assigned.

Grading Policy: This course is graded using letter grades.

Remember that this is a field experience that requires your active involvement in the public schools. Teachers, administrators, and staff volunteer their services so that you may carry out your teacher training. It is imperative that you be professional at all times and that you be a credit to yourself, the school to which you are assigned, and the College of Education at Towson University.

Your attendance in the schools and their activities and in class gives evidence of your commitment to these courses and to teacher education. Coming late and leaving early constitute absences. Unexcused absences will jeopardize your grade in the course.

In grading, you can expect me to consider the accuracy and relevancy of the content of your work, the extent of your reading, the study and reflection of your work, and your ability to analyze, synthesize, and evaluate ideas thoughtfully. Teacher candidates are expected to write with clarity of expression, proper sentence structure, and correct spelling. You are becoming more professional each semester. Your writing should reflect that. ALL WORK IS TO BE TYPED and submitted at seminar. All assignments will be due at seminar, so assignments submitted after seminar are considered late. If I suggest that you redo a project or assignment, please know that you will not earn an A on that project. The highest score a redo can earn is a B+. There may be times you wish to redo a project just to learn or to prove to yourself that you can do a better job.

Assignment Points

Attendance, Active Participation, Assignments,

Readings, & Reflections 50

Resume 10

Teacher Performance Assessment 40

Meeting edTPA Deadlines 10

Complete edTPA- Passing 30

Complete edTPA- Not passing 20

Incomplete edTPA -10 or fewer

______

Total 100

*A passing score on the edTPA earns 30 points. If an interns needs to resubmit Task Three, the highest score possible is 20 points. Failure to complete the edTPA earns a score of 10 or less.

This course is graded using letter grades. The final course grade will be calculated using the department’s common grading scale below. Please note that there is no C- or D- grade sanctioned by the University.

A       95 – 100 A-     90-94

B +    87 – 89 B       83 – 86 B -     80 – 82

C +    75 – 79 C       70 – 74

D +    65 – 69 D       60 – 64

F       0 – 59

Course Topics: Course topics include, but are not limited to the following:

Universal Design for Learning Differentiated Instruction

InTASC Principles and ACEI standards English Language Learners

Action Research Cooperative Learning

Classroom Management Formative and Summative Assessment

Multicultural Teaching Application Process and Interviewing

Common Core State Standards PARCC assessments

Written and Oral Communication: Excellent writing and communication skills are essential for all the various aspects of teaching. All papers and other projects must demonstrate college-quality writing. Expectations include correct spelling, appropriate punctuation, complete sentences, clear and concise writing. All assignments are to be typed, unless otherwise noted. Projects and papers will be based on both content and written presentation (including reflections). The quality of your writing could result in the lowering of your grade, as well as the expectation that the work be rewritten. It is expected that oral communication is sound, as well. Interns are expected to use Standard English whenever speaking and convey presentations and demonstrations clearly and correctly.

Students with Disabilities

Towson University is committed to providing equal access to its programs and services for students with disabilities, in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Disability Support Services is the office designated to provide reasonable accommodations to students with disabilities. Students seeking accommodations must identify themselves to DSS, request an appointment to discuss their needs, and provide DSS with up-to-date and complete documentation of their disabilities. DSS determines what accommodations are reasonable on a case-by-case basis, taking into account the student’s disabilities and needs, nature of their learning task, course standards and essential requirement of the program of study, and educational environment. Students are encouraged to register with DSS as soon as possible after admission to the University to ensure timely provision of services. –Excerpted from the Undergraduate Catalog, p. 39 and from the Disability Support Services website at

Any student who may need an accommodation due to a disability should see me privately after class or call me to set up an appointment.   A memo from Disability Support Services authorizing your accommodations will be needed.

If you do not have a documented disability, but you know you struggle with correctness in writing, please make an appointment with me. We need to discuss how you plan to manage your difficulty in the edTPA preparation and review process, as well as in written projects.

Student Code of Conduct

This course is conducted in accordance with the University’s policy concerning cheating and plagiarism, as stated in the Student Code of Conduct. Cheating and plagiarism in any form, whether intentional or unintentional, are unacceptable and will result in the intern receiving a failing grade in the course(s). Please be aware that this includes handing in assignments, papers, etc. that have been submitted in other classes/courses.  

Become informed about plagiarism by asking your instructor any questions you have that are specific to class assignments and by informing yourself of the university policy on the Provost’s webpage at . After you have met with your instructor, if you wish to dispute a course-related sanction for academic dishonesty, the appeal process is as follows: 
Elementary Education Department Chairperson, then College of Education Dean, and finally University Student Appeals Committee. 


Bibliography

Airisian, P.W. (2007). Classroom assessment (6th ed.). New York: McGraw-Hill.

Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria: ASCD.

Curwin, R., Mendler, A. and Mendler, B.(2008). Discipline with dignity: New challenges, new solutions.

Alexandria: ASCD.

Davis, B. M. (2007). How to teach students who don’t look like you: Culturally relevant teaching strategies.

Thousand Oaks: Corwin Press.

Eisenhart, M. & Borko, H. (1993). Designing classroom research: Themes, issues and struggles. Boston:

Allyn & Bacon.

Frieberg, H. & Driscoll, A. (2004). Universal teaching strategies (4th ed.). Boston: Allyn & Bacon.

Himmele, P. and Himmele, W. (2011). Total participation techniques: Making every student an active learner. Alexandria, VA: ASCD.

Joyce, B. & Weil, M. (2008). Models of teaching (8th ed.). Boston: Allyn & Bacon.

Marzano, R.J. (2001). A handbook for classroom instruction that works. Alexandria: ASCD.

Marzano, R.J. (2010). Formative assessment and standards-based grading. Bloomington, IN.

McCaleb, S.P. (1994). Building communities of learners: A collaboration among

teachers, students, families, and community. New York: St. Martin’s Press.

Neubert, G.A. (1998). Improving teaching through coaching. Bloomington, IN:

Phi Delta Kappa Educational Foundation.

Neubert, G.A. & Stover, L.T. (1994). Peer coaching in teacher education. Bloomington, IN: Phi Delta

Kappa Educational Foundation.

Mallery, A.L. (2000). Creating a catalyst for thinking: The integrated curriculum. Boston: Allyn & Bacon.

McAllister, E.A. & Neubert, G.A. (1995). New teachers helping new teachers: Preservice

peer coaching. Bloomington, IN: EDINFO Press.

Pelton, R., ed. (2010). Action research for teacher candidates: Using classroom data to enhance instruction.

Lanham, MD: Rowman and Littlefield.

Rand, M.K. and Shelton-Colangelo, S. (2003). Voices of student teachers: Cases from the field (2nd ed).

Upper Saddle River, N.J: Merrill Prentice Hall.

Sagor, R. (2005). The action research guidebook: A four-step process for educators and school teams.

Thousand Oaks, CA: Corwin Press.

Shore, Kenneth. (2003). Elementary teacher’s discipline problem solver. San Francisco: Jossey-Bass.

Sullivan, P. and Lilburn, P. (2002). Good questions for math teaching: Why ask them and what to ask,

Grades K-6. Sausalito, CA: Math Solutions. ISBN 978-0-941355-51-3

Whitaker, T. (2004). What great teachers do differently: 14 things that matter most. Larchmont, NY: Eye

on Education.

Maryland Teacher Technology Standards

The Maryland Technology Consortium has developed Maryland Teacher Technology Standards, technology outcomes and indicators that all teacher candidates will need to achieve prior to graduation. Click each link to view the outcome and indicators.

|EDUC

202 |ELED

320 |ELED 322 |ELED 323 |ELED 363 |EDUC 417 |ELED 311 |ELED 312 |ELED 365 |ELED 357 |ELED 429 |ELED 468 |ELED 469 | |Standard I: Technology Information Access, Evaluation, Processing and Application

Access, evaluate, and process information efficiently and effectively |X |X |X |X | |X | | |X | | | |X | |Standard II: Communication

A. Use technology effectively and appropriately to interact electronically.

B. Use technology to communicate information in a variety of formats. |X |X |X |X |X |X | | |X | | |X | | |Standard III: Legal, Social and Ethical Issues

Demonstrate an understanding of the legal, social, and ethical issues related to technology use. | | | | |X | | | | | | | | | |Standard IV: Assessment for Administration and Instruction

Use technology to analyze problems and develop data-driven solutions for instructional and school improvement. | | | | | | | | | | | |X | | |Standard V: Integrating Technology into the Curriculum and Instruction

Design, implement and assess learning experiences that incorporate use of technology in the curriculum-related instructional activity to support understanding, inquiry, problem-solving, communication or collaboration. |X | | |X |X |X | | | | | |X | | |Standard VI: Assistive Technologies

Understand human, equity, and developmental issues surrounding the use of assistive technology to enhance student learning performance and apply that understanding to practice. | | | |X |X | | | | | | | | | |Standard VII: Professional Growth

Develop professional practices that support continual learning and professional growth in technology |X | | |X |X |X | | | | | | |X | |

Towson University

ELED 468/469 Fall, 2013

I, ________________________, have read and understand the attendance requirement

(print name)

for my internship. I understand that it is part of my professional behavior to demonstrate

that I am dependable and punctual. I also understand that I must be in my classroom well

before students arrive each day. I am assuming responsibility for children. Their safety and

well-being depends on my being present and professional at all times.

If illness, traffic, or other natural disasters prevent me from being in my classroom at the

designated time, I understand that I must communicate promptly with my school, mentor

teacher, and university supervisor. Failure to do so is a serious breach of professional

conduct and thus, will have consequences for me. Consequences are enumerated in the

course syllabi which I have read and understand.

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Signature of Intern Date

Please return a signed copy to your instructor.

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