FLORIDA A&M UNIVERSITY College of Education ... 4303 DAP Block II - Art...technology, values, problem solving, professionalism, and urban and rural education. Through the student’s

FLORIDA A&M UNIVERSITY College of Education

Prekindergarten/Primary Education Program

Course Syllabus Course Number: EEC 4303

Course Title: DAP II: Art, Music, Movement, Drama

Credits: 3 Semester Hours: 3

Department: Elementary Education & Prekindergarten/Primary Education Required Textbooks: The Creative Arts, Linda Carol Edwards

Office Location: GEC-B 200G Office Phone: 599-3125 Email: [email protected]

Faculty Name: Nancy Fontaine, Ph.D. Associate Professor Term/Year: Fall 08

Office Hours: Mon, Wed 1:30 – 2:00, Tues, Thurs 9:00 – 2:00

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

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practitioners such as Bethune, and developmental constructivist theorists such as Piaget and Vygotsky. The Conceptual Framework in the Professional Education Unit at Florida A&M University’s College of Education is an integrated approach to providing educational experiences that result in exemplary professional educators. The Framework is comprised of many activities and themes with the mission of developing high quality classroom teachers, administrators and support personnel. The term “exemplary” refers to the kind of graduates the unit strives to produce. Figure 1 provides a diagram of the Exemplary Professional Conceptual Framework.

FIGURE 1

Theme 5 Professionalism

Theme 6 Leadership

Theme 1 Diversity

The Exemplary Profession

Theme 2 Technology

Theme 4 Critical

Thinking

Theme 3 Values

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The four themes within the Conceptual Framework include: multiculturalism, educational technology, values, problem solving, professionalism, and urban and rural education. Through the student’s general studies work and other early activities, research and practices of faculty that is integrated within course content and instruction, coursework within the education major and specialty areas, field clinical experiences, and internships the student evolves into the “Exemplary Professional.” The Preschool and Prekindergarten/Primary Education Program works within this Conceptual Framework to prepare the preprofessional to work effectively with young children within the context of their family, culture, and community. It assists the student in understanding and respecting the unique differences of individuals, particularly in regard to their cognitive, emotional, social, motor, and language skill development. Coursework, direct experience, practice, and external research enables students to examine current best practices in educating and facilitating the development of children. The emphasis of the Program is on developmental appropriateness through the utilization of a variety of curricula and activities. The practical application of this information is also prioritized to facilitate a more thorough knowledge and skill in working in the real world. Students are provided with the education standards and competencies required for young children by the Florida Department of Education and school districts throughout the state. COURSE DESCRIPTION The course will provide students with the developmentally appropriate information on the integration of art, music, movement, and drama in regard to working with children ages three though eight in various settings. These settings include developmental clinics, human service programs, pre-kindergarten classrooms, childcare centers, and elementary grades. COURSE GOALS Students will gain a knowledge base on the content areas including: art, drama, music, movement, and social sciences. Students will become familiar with best practices and effective methods for instructing and guiding children in obtaining knowledge and skill in these areas. With this knowledge base, students will gain an appreciation and respect for facilitating early development and learning with all children, based on their individual needs and diversity. COURSE OBJECTIVES Students will be able to increase their knowledge and skill to a satisfactory level of 2 or 3 according to the assessment rubric for NCATE Standards 2.0 (2.1, 2.4), 6.0 (6.1, 6.2, 6.3, 6.4), which cover the following areas:

1. Play-based learning and child-initiated activities in a planned learning environment

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2. Planning, implementing, and evaluating developmentally appropriate and integrated content and methodology in the areas of interpretative communication

3. Planning, implementing, and evaluating developmentally appropriate and

integrated content and methodology in the areas of emergent and developing understanding of culture

4. Planning, implementing, and evaluating developmentally appropriate and

integrated content and methodology in the area of emergent and developing understanding of art, drama, movement, and music

5. Content developmentally appropriate practices including, but not limited to:

individual and small group learning; child or teacher initiated learning experiences; learning through play, enriching, and extending activities; technology to facilitate learning; discovery learning and problem solving; creative expression; and developing children’s abilities to be resourceful learners

6. Selection, creation, and environments to support developmentally appropriate

practices

7. Developmentally appropriate practices to promote positive self-concept, self-esteem, and prosocial and social emotional development through positive interactions

8. Adapting curriculum and practices for inclusion of children who are language

diverse and those with special needs and their families including those who are gifted and talented

9. Major differences and similarities among the different cultural groups in the United States

10. Cultural stereotypes relating to LEP and non-LEP students

11. Cultural characteristics of Florida’s LEP population to enhance instruction in

art, music, movement, drama

12. Effective unit and daily planning which meet the needs of ESOL students within the regular classroom.

13. Appropriate instructional materials, media, technology for the LEP student.

PROFESSIONAL COMPETENCIES All instruction and activities for this course will specifically assist students in developing the following professional competencies to promote an understanding of early childhood education of children from age three through grade three.

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Conceptual Framework Diversity Values Critical Thinking Urban/Rural Ed INTASC 1 Subject Matter 2 Student Learning 3 Diversity 4 Instructional Strategies 5 Environment 7 Planning Florida Department of Education Pre-professional Accomplished Practices: Accomplished Practice 1 – Assessment Accomplished Practice 2 – Communication Accomplished Practices 3 – Continuous Improvement Accomplished Practice 4 – Critical Thinking Accomplished Practice 5 – Diversity Accomplished Practice 7 – Human Development and Learning Accomplished Practice 8 – Knowledge and Subject Matter Accomplished Practice 9 – Learning Environment Accomplished Practice 10 – Planning Florida Department of Education Competencies for Prekindergarten/Primary Education: Prekindergarten/Primary – 1 Child development 4 Practices 6 DAP Florida Sunshine State Standards: Pre-K and Grades 3-5: The Arts Standards - Dance, Music, Theater, and Visual Arts Pre-K and Grades 3-5: Health and Physical Education Standards - Physical Education National Association for the Education of Young Children’s (NAEYC) National Council for Accreditation of Teacher Education Approved Guidelines: 1 Child Development 4 Teaching and Learning ESOL Performance Standards: 3, 4, 6, 16, 17

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COURSE SCHEDULE WEEK 1 January 8, 10 - Introduction WEEK 2 January 15 - Chapter 1 Beginning the Journey

January 17 – Chapter 2 Understanding the Creative Process WEEK 3 January 22, 24 - Chapter 3 Exploring Feelings and Images WEEK 4 January 29 - Quiz I Chapters 1 - 3

January 31 - Imagery WEEK 5 February 5 – Davidman, L & Davidman, P.T. (1994) Teaching with a

multicultural perspective. New York: Oxford University Press.

February 7 - Chapter 4 Music and Movement WEEK6 February 12 - Quiz 2 – Chapter 4

February 14 - Music and Movement Activities DUE WEEK 7 February 19 – Lombardi, J. Practical Ways Brain-Based Research Applies

to ESL Learners. http://iteslj/Articles/Lombardi-BrainResearch

February 21 - Chapter 5 Celebrating the Visual Arts WEEK 8 February 26 - Quiz 3 – Chapter 5

February 28 - Visual Arts Activities DUE WEEK 9 March 4, 6 - Chapter 6 Play and Creative Drama WEEK 10 Spring Break WEEK 11 March 18 – Play, contd March 21 – Quiz 4 – Chapter 6 WEEK 12 March 25 – Play/Creative Drama Activities DUE

March 27 - Chapter 7 Three Dimensional Art. WEEK 13 April 1 - Three D Art cont’d April 3 – Three-D Art Activities DUE WEEK 14 April 8, 10 - Chapter 8 Literature

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WEEK 15 April 15 – Quiz 5 – Chapters 7, 8 April 17 – Literature Activities DUE TEACHING METHODS The instructor utilizes an array of instructional techniques designed to build a foundation of knowledge and skill. Course material will be covered through direct instruction by the instructor and discussion by the students. Audiovisual materials including videotapes, overhead transparencies, and materials for young children will be incorporated into instruction. Students will actively participate in planning and role-playing activities that they will use with children later in the course during field placement. Higher level critical thinking and learning will then be facilitated through the application of content in case studies. Students will develop curricula, styles, techniques, and activities based on course content and individual situations presented within case studies. The highest level of learning, application and analysis, will be facilitated through a required field experience and clinical discussion sessions. During activities, students will apply best practices within daily lessons, care, and activities. During clinical practice sessions, specific, real-life examples from students’ field experiences will be presented and discussed. For the first 15 minutes of each class, I am allowing time for you to read the text and your notes. It is expected that you will buy the book, take notes, study, and participate in our class time. This is what a responsible student does. During this class session, we will attempt to take two field trips to a community arts resource. Further details will be provided to you. Most likely we will meet on a Saturday for at least 2 hours. The options will include a community arts festival, a museum, physical education or health event, or art gallery. METHODS OF EVALUATION BASED ON PERFORMANCE ON TASKS Assignments Assignment 1 10 points each of 5 – TOTAL 50 points Students will write 5 lesson plans and execute lessons in the areas of art with children ages 3 – 8. The lesson plans/activities are for: music and movement, visual arts, 3-D art, creative drama, and literature. The instructor will provide a format for all lessons, which will include strategies for ESOL and special needs children. The actual lesson must be able to be implemented with children and, therefore, you will demonstrate the lessons in class. The lessons will all be in relation to a country that you choose. Assignment 2 100 points You must also put together a packet of resource materials on the country you have chosen to study. Included will be any traditional stories, folk tales, fables, or fairy tales, arts, crafts, music or songs, 20 classroom phrases in the native language, history, games, and

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10 children’s books about/from that country. You must have at least 20 artifacts for this assignment!

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Quizzes Total 50 points Students are responsible for all course material. A quiz will be given after discussion of each chapter. Each quiz will count for 10 points. The quizzes will be essay in nature. Material will be reviewed in class.

Assignment INTASC

CF

FEAP

PreK/Prim

ESOL

NAEYC

SSS

Lesson Plans 1, 2, 3, 4,

5, 7 D, CT, UR

1, 4, 5, 7, 8, 9

1, 4, 6 3, 4, 6, 16, 17

1, 4

Resource Unit

1, 3, 4 D, V, CT, UR

3, 4, 5, 8

1, 4 1, 4

Quizzes 1, 2, 3, 4, 5, 7

D, V, CT, UR

1, 2, 3, 4, 5, 7, 8,9, 10

1, 4, 6 3, 4, 6, 16, 18

1, 4

Assignment F

A

M

U

Lesson Plans

Lesson plans include all five requirements: follow the designated format, include all components, are user friendly, are comprehensive, and target all children ( 9 - 10 points)

Lesson plans include only three of the five requirements (8 points)

Lesson plans include only two of the five requirements (7 - 6 points)

Lesson plans include only one of the five requirements (less than 6 point

Resource Unit

Cultural Resource Manual contains all of the required components and all artifacts are useful and high quality (90 – 100 points

Cultural Resource Manual contains most of the required components and most artifacts are useful and high quality (80 – 89 points)

Cultural Resource Manual only contains half of the required components and some artifacts are useful and high quality (79 – 70 points)

Cultural Resource Manual only contains less than half of the required components and most artifacts are not useful and are of low quality (less than 70 points)

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Quizzes Score 9 – 10 points

Score 8 points Score 7 – 6 points

Score less than 6 points

GRADING Your final grade will be based on your performance in the assigned learning activities. The grade distribution is as follows: 180 – 200 points A 160 – 179 points B 140 – 159 points C 120 – 139 points D Below 120 points F POLICIES Attendance: Your final grade will be based on your performance in all the learning assignments and your class participation. Cell phones and pagers should be turned off. If I see or hear a cell phone I will confiscate it and turn it into the Dean’s office for retrieval.

References Budden, J. Circle Games, http://www.teachingenglish.org.uk/think/methodology/circle_games Charmot, A. U. & O’Malley, M. J. (1994) The CALLA handbook: Implementing the cognitive academic language learning approach. New York: Addison Publishing Company. Cullen, B. Music and Song in Discussion. http://iteslj.org/Techniques/Cullen-Music Davidman, L & Davidman, P.T. (1994) Teaching with a multicultural perspective. New York: Oxford University Press. Flynn, L. & Kieff, J. (2002). Including everyone in outdoor play. Young Children, May, 20-26. Kabilan, M.K. Creative and Critical Thinking in Language Classrooms. http://iteslj.org/Techniques/Kabilan-Critical Thinking Loebell, P. Using Postcards in the Classroom. http://iteslj/Techniques/Lobell-Postcards Lombardi, J. Practical Ways Brain-Based Research Applies to ESL Learners. http://iteslj/Articles/Lombardi-BrainResearch

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Loomans, D.& Kolberg, K. (1993). The Laughing Classroom. Tiburbon, CA: H.J. Kramer. McCracken, J. (1993). Valuing diversity in the primary years. Washington, DC: NAEYC. McGinnis, J. (2002). Enriching the outdoor environment. Young Children, May, 28-30. Parry, T. & Gregory, G. (1998). Designing Brain Compatible Learning. Arlington Heights, IL: Skylight Publications. Ruiz, N (1998) Instructional Strategies for Children with Limited English Proficiency Schoepp, K. Reasons for Using Songs in the ESL/EFL Classroom. http://iteslj.org/Articles/Schoepp-Songs\ Sousa, D. (1998). Learning Manual for How the Brain Works. Thousand Oaks, CA: Corwin Press. Sponge Activities. http://www.inspiringteachers.com/tips/management/sponge Sutterby, J. & Frost, J. (2002). Making playgrounds fit for children and children fit on playgrounds. Young Children, May, 36-42. Tsao, L. (2002). How much do we know about the importance of play in child development? Childhood Education, Summer, 230 – 235. Upendran, S. Teaching Phrasal Verbs Using Songs. http://iteslj.org/Techniques/Upendran-PhrasalVerbs York, S. (1992). Developing Roots and Wings: A Trainer’s Guide to Affirming Culture in Early Childhood Programs. St. Paul, MN: Redleaf Press.

ESOL Infused Syllabus Addendum

Course Number and Title: EEC 4303 Developmentally Appropriate Practices: Art, Music, Movement, Drama Name of Faculty Member Who Teaches Course: Dr. Nancy Fontaine Teaching Strategies Used: Lecture/discussion, technology including audiovisual, observation, individual and group projects and reporting, guest presentations, cooperative learning, simulated and actual testing, simulated problem solving using case studies, self reflection, student presentations

ESOL Performance

Standards Addressed

Related Course Objectives Students will gain the knowledge and skill to:

Related Reading/discusss, Class Activities, and

Assignments

Related Assessment-Including Exams or Artifacts/Products

that Demonstrate Mastery of ESOL Performance Standard

and Indicators Standard 3 28. Identify teacher behavior that indicate sensitivity to cultural and linguistic differences. Standard 4 28. Identify teacher behavior that indicate sensitivity to cultural and linguistic differences. 35. Adapt items from school curricula to culture and linguistic differences. Standard 6 48. Identify major methodologies and current trends in ESOL teaching. 51. Plan a Language Experience Approach

10. Identify, expose, and reexamine cultural stereotypes relating to LEP and non-LEP students 11. Use knowledge of cultural characteristics of Florida’s LEP population to enhance instruction 9. Apply ESOL teaching methodologies in planning instruction to LEP students

Creating cultural resource manual Planning and executing lesson plans Lombardi, J. Practical Ways Brain-Based Research Applies to ESL Learners. http://iteslj/Articles/Lombardi-BrainResearch

Davidman, L & Davidman, P.T. (1994) Teaching with a multicultural perspective. New York: Oxford University Press

• Exam questions in regard to

ESOL objectives taught in course • Lesson plans integrating activities

for ESOL students • Cultural resource materials

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lesson appropriate for LEP students. 52. Identify features of communicative approaches for teaching ESOL. 53.Recognize features of content-based ESOL approaches. 55. Identify features of content-based ESOL for the elementary (middle and high school) level. 56. Identify feature of content-based reading for LEP students. 57. Identify various instructional strategies used in and ESOL classroom. Standard 16 35. Adapt items from school curricula to culture and linguistic differences. 36. Develop appropriate curricula for ESOL levels. Standard 17 46. List examples of realia that are designed to teach LEP students. 73. Determine strategies for content area teachers to use with LEP students.

12. Design and implement effective unit and daily plans that meet the needs of ESOL students within the regular classroom 13. Evaluate, adapt, and employ instructional materials, media, and technology for ESOL in the content areas

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College of Education Student Professional Dispositions

Fall 2009

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

Favorable Acceptable Marginal Unacceptable 4 3 2 1

Criteria for rating

The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)

The candidate usually and extensively demonstrates indicators of performance.

(89-80%)

The candidate sometimes and adequately demonstrates indicators of performance.

(79-70%)

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

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

(4) A (3)

M (2)

U (1)

• Acts as a high quality representative of FAMU’s College of Education • Does not exceed three unexcused absences, per university catalog 2009-

2010 • Is in class or field experience site at or before specified time, per Registrar • Attends class, field experiences, meetings • Uses appropriate dress and grooming • Turns off cell phone, puts it away, and avoids checking or making text

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messages • Completes assignments on or before due date • Emotional Management

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

• Demonstrates the appropriate use of personal technology during class • Follows established protocol and procedures and policies • Is attentive in class, participates in discussions, completes assignments in a

timely manner • Makes choices which demonstrates a commitment to teaching

Favorable Acceptable Marginal Unacceptable 4 3 2 1

Criteria for rating

The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)

The candidate usually and extensively demonstrates indicators of performance.

(89-80%)

The candidate sometimes and adequately demonstrates indicators of performance.

(79-70%)

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

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

F (4)

A (3)

M (2)

U (1)

• Uses standard English language in various settings • Has written work that is generally error free (spelling, punctuation,

grammar

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• Uses appropriate tone of voice for the setting • Clearly articulates concepts (avoids words such as you know, um, uh-uh,

and okay) • Models appropriate respectful communication that is not demeaning or

harmful (avoids loud outbursts and profanity) • Avoids confrontational behavior • Is willing to use a variety of technology communication tools • Works professionally with peers, colleagues, and supervisors or

administrators

Favorable Acceptable Marginal Unacceptable 4 3 2 1

Criteria for rating

The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)

The candidate usually and extensively demonstrates indicators of performance.

(89-80%)

The candidate sometimes and adequately demonstrates indicators of performance.

(79-70%)

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

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

F (4)

A (3)

M (2)

U (1)

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

Criteria for rating Favorable Acceptable Marginal Unacceptable

16

4 3 2 1 The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)

The candidate usually and extensively demonstrates indicators of performance.

(89-80%)

The candidate sometimes and adequately demonstrates indicators of performance.

(79-70%)

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

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

(4) A (3)

M (2)

U (1)

• Demonstrates academic honesty o Avoids plagiarizing

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

others

Favorable Acceptable Marginal Unacceptable 4 3 2 1

Criteria for rating

The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)

The candidate usually and extensively demonstrates indicators of performance.

(89-80%)

The candidate sometimes and adequately demonstrates indicators of performance.

(79-70%)

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

Reflective Behavior: The Teacher Candidate demonstrates reflective Outcome

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behavior (Please use a to indicate level of performance.)

F (4)

A (3)

M (2)

U (1)

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

• Demonstrates accurate self-analysis regarding ones strengths and weaknesses

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

College of Education Student Professional Dispositions

Fall 2009

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

Favorable Acceptable Marginal Unacceptable 4 3 2 1

Criteria for rating

The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)

The candidate usually and extensively demonstrates indicators of performance.

(89-80%)

The candidate sometimes and adequately demonstrates indicators of performance.

(79-70%)

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

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

(4) A (3)

M (2)

U (1)

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• Acts as a high quality representative of FAMU’s College of Education • Does not exceed three unexcused absences, per university catalog 2009-

2010 • Is in class or field experience site at or before specified time, per Registrar • Attends class, field experiences, meetings • Uses appropriate dress and grooming • Turns off cell phone, puts it away, and avoids checking or making text

messages • Completes assignments on or before due date • Emotional Management

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

• Demonstrates the appropriate use of personal technology during class • Follows established protocol and procedures and policies • Is attentive in class, participates in discussions, completes assignments in a

timely manner • Makes choices which demonstrates a commitment to teaching

Favorable Acceptable Marginal Unacceptable 4 3 2 1

Criteria for rating

The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)

The candidate usually and extensively demonstrates indicators of performance.

(89-80%)

The candidate sometimes and adequately demonstrates indicators of performance.

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

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(79-70%)

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

F (4)

A (3)

M (2)

U (1)

• Uses standard English language in various settings • Has written work that is generally error free (spelling, punctuation,

grammar • Uses appropriate tone of voice for the setting • Clearly articulates concepts (avoids words such as you know, um, uh-uh,

and okay) • Models appropriate respectful communication that is not demeaning or

harmful (avoids loud outbursts and profanity) • Avoids confrontational behavior • Is willing to use a variety of technology communication tools • Works professionally with peers, colleagues, and supervisors or

administrators

Favorable Acceptable Marginal Unacceptable 4 3 2 1

Criteria for rating

The candidate consistently and thoroughly demonstrates indicators of performance.

The candidate usually and extensively demonstrates indicators of performance.

The candidate sometimes and adequately demonstrates indicators of performance.

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

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(90–100 %) (89-80%) (79-70%) performance.

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

F (4)

A (3)

M (2)

U (1)

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

Favorable Acceptable Marginal Unacceptable 4 3 2 1

Criteria for rating

The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)

The candidate usually and extensively demonstrates indicators of performance.

(89-80%)

The candidate sometimes and adequately demonstrates indicators of performance.

(79-70%)

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

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

(4) A (3)

M (2)

U (1)

• Demonstrates academic honesty o Avoids plagiarizing

• Demonstrate honesty inside and outside of the classroom • Demonstrates trustworthiness • Understands the importance of professional code of ethics

21

22

• Advocates fairness • Maintains standards of confidentiality for all information obtained on

others

Favorable Acceptable Marginal Unacceptable 4 3 2 1

Criteria for rating

The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)

The candidate usually and extensively demonstrates indicators of performance.

(89-80%)

The candidate sometimes and adequately demonstrates indicators of performance.

(79-70%)

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

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

F (4)

A (3)

M (2)

U (1)

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

• Demonstrates accurate self-analysis regarding ones strengths and weaknesses

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