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I. COURSE: EDUC 7700/02 Reflective Inquiry

II. INSTRUCTOR: Dr. Ugena Whitlock

Kennesaw Hall Room 2310

Office Phone: 678-797-2249

e-mail: rwhitlo3@kennesaw.edu

Office Hours: MW 3:30-4:45

III. Class Sessions: T/TH 8:00-11:45

KH 1106

IV. Text and Materials:

Publication manual of the American Psychological Association (5th ed.). (2001). Washington, DC:

American Psychological Association.

McMillan, J. H., & Wergin, J. F. (2006). Understanding and evaluating educational research (3rd ed.). Pearson Merrill Prentice Hall: Upper Saddle River, NJ.

Flash Disk for data storage

V. Catalog Description:

EDUC 7700. Reflective Inquiry. 3-0-3. Prerequisite: Admission to the M.Ed. program.

A seminar for masters level students in early childhood education, middle grades education and special education degree programs. The course is designed to assist students in portfolio or thesis construction. Deals with proposed field-based projects, research and critiques of literature. Initiates documentation of professional growth while providing a basis for understanding the mission of the National Board for Professional Teaching Standards (NBPTS). Topics include interactive discussion about professionalism in education, grant writing, developing presentations for professional organizations, legal issues, political influences, and other con-temporary issues influencing education.

VI. Purpose/Rationale:

This course is designed to introduce students to the professional teaching portfolio and to orient them to the process of reflection in self-evaluation. The seminar will suggest parameters and practical applications for the professional portfolio. Methods (such as observation, videotaping, and teacher journals) for evaluating professional practice will assist teacher leaders in strengthening their pedagogy and in maximizing their potential for professional growth.

KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK:

(Collaborative Development of Expertise in Teaching and Learning)

The Kennesaw State University teacher education faculty is committed to preparing teachers who demonstrate expertise in facilitating learning in all students. Toward that end, the KSU teacher education community strongly upholds the concept of collaborative preparation requiring guidance from professionals inside and outside the university. In tandem with this belief is the understanding that teacher expertise develops along a continuum, which includes the stages of preservice, induction, in-service, and renewal; further, candidates develop a strong research-based knowledge of content and pedagogy, they develop their professional expertise in recognizing, facilitating, assessing, and evaluating student learning.

The graduates of advanced programs at Kennesaw State University, in addition to being effective classroom teachers, also develop expertise as effective teacher leaders who are self-directed, value a spirit of inquiry, and facilitate learning in all students; they

1. Are committed to students and their learning.

2. Know the subjects they teach and how to teach those subjects to students.

3. Are responsible for managing and monitoring student learning.

4. Think systematically about their practice and learn from experience.

5. Are members of learning communities.

KSU STANDARDS for DIVERSITY for ADVANCED PROGRAMS

Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class.  Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms.  One element of course work is raising candidate awareness of critical multicultural issues.  A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student.  Among these attributes are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status.  An emphasis on cognitive style differences provides a background for the consideration of cultural context. 

Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification of disability is required.

Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above.

The M.Ed. Diversity Strand is a combination of one case study (in EDUC 7752) and an ongoing log and reflection of diverse placements during your program. Specially, the later assignment involves

1. Each semester identify and describe a diverse population (using NCATE definition) in your classroom.

2. Locate and read one current, peer-reviewed journal article that discusses effective teaching strategies for working with this group.

3. Finally, interact and observe (for at least 45 minutes) in a placement “in order to confront issues of diversity (elements listed above) that affect teaching and student learning and develop strategies for improving student learning and the candidates’ effectiveness as a teacher” (NCATE, 2006). This placement cannot be in your own classroom.

For this course (EDUC 7700), you will be reading a current peer-reviewed journal article that addresses effective teaching strategies for working with this group and writing a reflection.

Use of Technology: As part of our conceptual framework, we are committed to preparing professional learning facilitators who are technology competent. As a result, technology has been infused into each Bagwell College of Education (BCOE) course. This course serves to provide a basic foundation for technology related skills for educators. In this course, students will:

• Illustrate basic skills and terminology needed to use a computer

• Use a word processing program

• Use PowerPoint

• Use Internet technologies including email, WWW, and online course applications through Chalk and Wire (online portfolio) and WebCT Vista

• Various classroom technologies

A candidate’s teaching position can serve as their clinical practice for implementing

instructional practices implied by professional standards. It is required for every candidate to also participate/teach in “different” placements (field experiences) in order to “confront issues of diversity (elements listed above) that affect teaching and student learning and develop strategies for improving student learning and the candidates’ effectiveness as a teacher.” Advanced candidates are encouraged to take advantage of the different learning opportunities within or outside his/her own school setting.

Professional Portfolio Narrative:

VI. Professional Portfolio Narrative:

A required element in each portfolio for the Graduate Program is the portfolio narrative. The purpose of the portfolio narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI with regard to what evidence the candidate has selected for his/her portfolio. In your portfolio, you need to include a narrative which includes descriptive, analytic and reflective writing in which you reflect on each proficiency and how you make the case that the evidence you have selected in your portfolio supports a particular proficiency, using the Portfolio Narrative Rubric as a guide. The narrative should be comprehensive, documenting research-based best practices.

VI. Goals and Objectives:

The Professional Teacher Education Unit prepares expert teacher leaders who understand the research of their disciplines and principles of pedagogy, who reflect on practice, and who apply these understandings to make instructional decisions based on research that fosters the success of all learners. The Unit prepares teachers who realize the positive relationship between advanced study and teacher leadership, preparing teacher leaders to assume responsibility for increasing positive, collaborative and research-based changes in their professional practice. As a result of the satisfactory fulfillment of the requirements of this course, the student will:

Course objective 1: implement the process of portfolio assessment and use of technology to document professional growth.

Course objective 2: reflect on NBPTS content area standards.

Course objective 3: recognize the complexity of professional, political, and legal educational issues in a multicultural society and understand the process of consensus building regarding issues of diversity.

Course objective 4: discuss and dialogue on the nature of educational reform efforts and the roles individual teachers can play in reform movements.

Course objective 5: use reflection as a critical process to further professional growth.

Course objective 6: identify one’s philosophy of education and how that philosophy shapes or influences one’s practice.

Course objective 7: examine different forms of research: quantitative, qualitative, action research, ethnographic design, etc.

Course objective 8: examine different forms of discourse: descriptive, analytical, reflective and persuasive writing and how they apply to portfolio development.

Course objective 9: become familiar with various professional organizations, conferences, journals, databases and websites.

Course objective 10: improve writing skills through reflection, peer interaction and revision.

Course objective 11: become familiar with and use APA manuscript guidelines.

Outcomes and Proficiencies for Advanced Programs

|Course Objectives |Outcomes and Proficiencies |KSD |NCATE Standard 1 |NBPTS |

| | | |Element |Core Principles |

| |SUBJECT MATTER EXPERTS Candidate knows the subjects | | |2 |

| |they teach and how to teach those subjects to | | | |

| |students. | | | |

|Objective 2 |1.1 Candidate possesses broad, current and |K |Content | |

| |specialized knowledge of subject matter and | | |2 |

| |communicates this understanding to colleagues, | | | |

| |parents and students. | | | |

|Objective 2 |1.2 Candidate possesses a global understanding of |K/S |Subject Matter | |

| |connections within and across disciplines and | |Pedagogical Content|2 |

| |applications to real life and accurately represents | | | |

| |understanding through use of multiple explanations, | | | |

| |technologies and strategies. | | | |

| |1.3 Candidate demonstrates a passion for education |S |Subject Matter | |

| |and creates environments conducive to the development| |Pedagogical |2 |

| |of powerful approaches to instructional challenges. | |Content | |

| |1.4 Candidate teaches or leads in ways that convey |S |Subject Matter | |

| |knowledge as a combination of skills, dispositions | |Pedagogical Content|2 |

| |and beliefs-integrated, flexible, elaborate and deep.| | | |

| |FACILITATORS OF LEARNING Candidate is committed to | | |1,3 |

| |students and is responsible for managing and | | | |

| |monitoring student learning. | | | |

|Objective 3 |2.1 Candidate believes that all students can learn |D |Disposition | |

| |and helps students develop a positive disposition for| | |1 |

| |learning. | | | |

|Objective 3 |2.2 Candidate treats students equitably and provides |S | Professional | |

| |equitable access to the full curriculum by respecting| |& |1 |

| |individual differences and adjusting (or assisting | |Pedagogical | |

| |teachers in adjusting) practices accordingly. | | | |

|Objective 3 |2.3 Candidate understands human development and |K/S/D |Professional & |1 |

| |learning and uses this understanding to create | |Pedagogical | |

| |enriching educational experiences and/or environments| |Disposition | |

| |for all students. | | | |

| |2.4 Candidate creates safe, well-managed, supportive,| |Professional & | |

| |inclusive and challenging learning environments. |S |Pedagogical |3 |

| |2.5 Candidate uses multiple methods, technologies, | |Professional & | |

| |resources, and organizational arrangements to meet |S |Pedagogical |3 |

| |goals articulated for individual students, class | | | |

| |instruction and the overall school improvement plan. | | | |

| |2.6 Candidate monitors student progress with a |S |Professional& | |

| |variety of formal and informal evaluation methods and| |Pedagogical |3 |

| |uses results to improve student learning. | | | |

|Objective 8 & 11 |2.7 Candidate is accountable to multiple audiences, | |Professional & | |

| |accurately interprets student performance data and |S |Pedagogical |3 |

| |communicates results to multiple audiences in | | | |

| |multiple formats. | | | |

| |COLLABORATIVE PROFESSIONALS | | |4,5 |

| |Candidate thinks systematically about their practice,| | | |

| |learns from experience, and is a member of learning | | | |

| |communities. | | | |

|Objectives 1 & 4 |3.1 Candidate collaborates with colleagues, parents | |Disposition | |

| |and other professionals to strengthen school |D | |5 |

| |effectiveness, to advance knowledge, and to influence| | | |

| |policy and practice. | | | |

|Objective 1, 4, 5, 6, 7, 8, 10 & |3.2 Candidate reflects regularly upon daily practice,|D |Disposition | |

|11 |and draws upon experience and the professional | | |4 |

| |literature to design and conduct research aimed at | | | |

| |improved student achievement. | | | |

|Objective 4 |3.3 Candidate proactively involves parents and other |D |Disposition | |

| |members of the community in support of instruction | | |5 |

| |and education. | | | |

|Objective 4, 9, 10 & 11 |3.4 Candidate engages in on-going professional |D |Disposition | |

| |development by joining professional organizations, | | |4,5 |

| |participating in conferences, mentoring new staff, | | | |

| |etc. | | | |

VII. Course Requirements/Assignments (See WebCT for more detail on how to complete most of these assignments)

▪ Philosophy of Education (2 points)

Where are you as a teacher? As a professional? This differentiated assignment is for to reflect on where you are at this point in time—at the beginning of your program.

▪ Standards-Based Reflection Grid & Narrative (15points)

▪ Compare the KSU Master Candidate Performance Instrument (CPI) proficiencies to the requirements for an accomplished teacher as described by the NBPT Standards for your content area and level (see ). Complete a grid showing how the NBPT Standards in your area compare to the CPI. Part of this will be done in content-specific groups. See WebCT for more detailed instructions (5 pts).

▪ In a narrative incorporating the information you created in the Standards-Based Grid,

o Describe your educational philosophy including your beliefs about the role of education in society, the role of the teacher and the student and the nature of the learning environment (use parts of your Philosophy of Education assignment as appropriate).

o Using the descriptions outlined in the NBPTS for your area and level and using the structure of the CPI, describe your current level of expertise in each of the primary domains of the CPI.

o You MUST provide specific examples from your current practice

o You MUST provide specific examples of teaching strategies/activities that you will strive to achieve

o Be sure to provide a clear rationale for the choices you have made or will make on the two previous bulleted items.

o In addition to descriptive writing, your narrative MUST include analytic and reflective writing.

o Pay careful attention to formatting and rules of grammar and punctuation. Your paper should be logically organized, consistent with APA guidelines and relatively free of grammatical mistakes. (10 pts).

o Literature Critiques (10 points each)

o The literature critiques in this class will serve as an initiation into the literature of educational research (both quantitative and qualitative) relevant to your specific field of concentration. Each student will select and critique two “research” articles that are of interest to him/her. One of the research articles should employ a quantitative research design and the other article should employ a qualitative research design. The primary goal is to read and understand current research or recommendations in an area of interest and then be able to discuss the topic. Aligning this assignment with the Trends and Issues Exploration Assignment is advised.

▪ See WebCT for details.

▪ Literature Review (15 points)

This paper will be evaluated on how well you synthesize the research you have discovered, as well as how well you follow APA guidelines and procedures discussed in class (e.g., using quotations in professional writing) for formatting a professional paper. See WebCT for details.

▪ Conference Presentation Proposal (5 points)

You will become familiar with a number of professional organizations and annual conferences that pertain to your content area. You will write—and hopefully submit—a conference proposal (this may be individual or group) that you are strongly encouraged to submit. This may be a local, state, national, or international conference. The purpose of this assignment is to get you acquainted with the larger professional community so that you will be well on your way to becoming an effective teacher leader.

• Diversity Assignment

• You will read a current peer-reviewed journal article that discusses effective teaching strategies for working with a diverse group of students; you will write a reflection following APA guidelines. This reflection is limited to two pages. Specific directions:

1. Write a two to three paragraph review of the article you read. Be sure to include a citation of the article using APA formatting (this can be done in your content-related group and this part of the assignment can be a group effort).

2. Relate how interactions and activities from your own classroom or other classroom settings have affected your teaching and expectations for learning for diverse learners?

3. How might future interactions and teaching activities be impacted as a result of this reading and classroom discussions concerning diverse learners?

4. In Chalk and Wire, place this reflection in the Program Assessment Portfolio under Assignment #7 and send to both me and Dr. Stockdale.

▪ Trends & Issues Exploration Project/PowerPoint (10 points)

What are current trends and issues in education today that are helping to shape both pedagogical practices and policy decisions in your field of concentration? Which trends/issues are you interested in learning more about—even possibly pursuing a research study on later in your graduate program(s)? This is an opportunity for you to examine a specific trend/issue in education today; to sharpen your technology skills by creating a PowerPoint on your trend/issue; and to polish and show off your presentation skills by sharing with the class your exciting PowerPoint presentation. See WebCT for details.

• Professional Organizations & Journals Group Activity (5 points)

Which educational journals exist in your content area? What types of articles are published? Your content-specific group will work together to discover and explore professional journals in your field. Specifics of this assignment will be addressed in class; the assignment itself will be completed in class as well.

▪ In-class Activities/homework prep (15 points)

We will do a number of in-class activities in addition to the Professional Journals Group activity, some which require homework reading. You must be present to earn these points. NO EXCEPTIONS. Should you arrive late or leave early, please remember an activity may occur during your absence.

• Chalk & Wire Electronic Portfolio Expertise & Use (3 pts.)

Chalk & Wire is the electronic portfolio you will be setting up in this class and using throughout your program of study. You will be required to learn how to use the program and will be uploading some assignments onto the portfolio this semester. Each graduate candidate is required to compile both an online portfolio of evidence that documents each candidate’s proficiencies as defined by the graduate CPI (the M. Ed. In Adolescent Education Capstone Portfolio) as well as a portfolio of assignments used to assess this program’s effectiveness (the M. Ed. in Adolescent Education Program Portfolio). Your Diversity Assignment is a required element from this course that must be added as evidence to your Program Portfolio in Chalk and Wire. Of course, you will also wish to add all these assignments to your personal capstone portfolio. An additional required element in each capstone portfolio for the Graduate Program is description, analysis and reflection on each piece of evidence you place for each of the proficiencies. Using Chalk and Wire technology, this means identifying the content and role of the evidence, and then describing the importance of each piece of evidence. The following prompts appear after clicking the edit section of each proficiency and must be completed for each piece of evidence you place in your Capstone Portfolio. You should use the Artifact Submission Form (at the end of the syllabus and on WebCT) for each artifact you upload into your portfolio. Then you will paste the information you have created into your portfolio. See below.

o Date: EVIDENCE TITLE: To what time period, approximately or exactly, does this presentation refer?

o Context: EVIDENCE TITLE: "This/these artifacts were developed to" …describe with one or two sentences the condition under which the artifact(s) were created (part of a course requirement/field placement requirement/purpose related to licensure)

o Role: EVIDENCE TITLE: What was your role in the event(s) described? Were you acting as part of a collaborative team? Alone? Author? Editor? Researcher? Instructor? This field is placed here to allow you to indicate what your contribution to the overall development of the artifact(s) presented This is ethically a requirement if you collaborated with others who also made contributions.

o Reflection/Importance: EVIDENCE TITLE: This is by far the most significant information. You should concisely and clearly explain:

What is happening in this presentation?

How does this artifact (or artifacts) used at that time, clearly illustrate your capacity to perform the standard you are presenting?

What next? Upon reflection, what has this experience suggested as "next moves" for you as a developing professional?

All assignments must be typed in 12-point Times/Times New Roman or Arial font, double-spaced, 1” margins.

Use one staple to attach pages.

No assignments will be accepted after the due date except in extenuating circumstances. Due dates are given in the Course Outline Section. For everything that is submitted electronically, you are given an additional 24 hours before it is considered late to allow for any technical problems you might encounter. Note that WebCT has factored in this late submission date rather than the due date—so if WebCT lists an assignment due date, it is really listing the late date, not the due date.

VIII. Evaluation and Grading

|Course Assignments: |Grades will be assigned as follows: |

| | |

|Philosophy of Education |93-100 points A |

|2 pts. |83-92 points B |

|Standards-based Grid |73-82 points C |

|5 pts |63-72 points D |

|Standards-based Narrative 10 | ................
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