Framingham State College · Web viewEducational technology, including assistive technology, Web 2.0 resources, and web-based tools, is addressed. Candidates develop technology-based

FRAMINGHAM STATE UNIVERSITYEducation Department

Fall 2015

Course: EDUC 300 Professional Preparation II: Special Needs and Technology

Professor: Dr. Katherine (Kate) HibbardOffice Hours: By appointment

Phone:508-341-5099 (cell; text or voice)Email: [email protected] (preferred) Section 1: Tuesdays & Fridays, 12:30-2:20 pm

Final exam period: Thursday, December 18 (8:00 am-11:00 am)Grades submitted to the Registrar no later than Sunday, December 21

Course Description (Catalog Entry)An interpretation of the basic principles of teaching and classroom methodology that support all learners. Emphasis is given to methods, materials and environmental arrangements that support learners with special needs, including students with disabilities, students who are homeless, students who are gifted, and those with other special needs. Educational technology, including assistive technology, Web 2.0 resources, and web-based tools, is addressed. Candidates develop technology-based tools to communicate with students and parents and evaluate potential web-based resources for planning and teaching. Careful attention is given to accommodations, modifications, differentiation and Universal Design, using the Massachusetts Curriculum Frameworks as a basis for instructional planning. Responsiveness to all learners is stressed.

NOTE: EDUC 315 Professional Preparation and Field Study II: General and Discipline-Specific Methods for High School, EDUC 316 Professional Preparation and Field Study II: General and Discipline-Specific Methods for Middle Schools, EDUC 318 Professional Preparation and Field Study II: General and Discipline-Specific Methods for Modern Languages, Grades 5-12, or EDUC 319 Professional Preparation and Field Study II: General and Discipline-Specific Methods for Visual Art, Grades PreK-8 and Grades 5-12 must be taken concurrently.

Time Commitment This course meets for a total of 4 hours per week on campus and requires a minimum of 8 hours of outside work per week. Outside work includes readings, journal entries, lesson planning, Explore It/Make It/Try It activities, working with simulations, video responses, interviews/observations at your field study site, test preparation, studying, etc. (This is not an exhaustive list of outside work activities; it includes just some examples.)

Materials The course website is located at http://educ300proprep.wordpress.com. You will use web sites and professional journal articles as your “textbook” for this course. A hard copy of the articles will be provided or you may access them electronically through the library using the reference list. A variety of strategies will be used to incorporate information and questions from your

http://educ300proprep.wordpress.com/

mailto:[email protected]

readings into class discussions, learning activities and assessments. The QR code to the right will take you to the course web site.

The following will be provided in class (the documents are linked from our course web site, as well):

Massachusetts Department of Elementary and Secondary Education. (2008). Massachusetts technology literacy standards and expectations. Malden, MA: AuthorURL: http://www.doe.mass.edu/odl/standards/itstand.pdf [under revision in 2014-2015]

Massachusetts Department of Elementary and Secondary Education. (2012). Access to learning: Assistive technology and accessible instructional materials. Malden, MA: Author.URL: http://www.doe.mass.edu/odl/assistive/AccessToLearning.pdf

The following textbook is recommended, but not required. If you would like to purchase a copy, please speak with Dr. Hibbard:

Friend, M., & Bursuck, W. D. (2012). Including students with special needs: A practical guide for classroom teachers (6th ed.). Boston: Allyn and Bacon.

You will use the Massachusetts Curriculum Framework for your discipline, and all students will also use the English/Language Arts/Common Core Framework. These documents are available electronically at: http://www.doe.mass.edu/frameworks/current.html Dr. Hibbard will also provide a hardcopy of framework(s) to students who would like paper copies.

In order to participate fully in this course, please make sure you have the following software on your laptop/device and that it is fully functional:

Word (or comparable)PowerPoint (or comparable)Excel (or comparable)Web browser: Internet Explorer, Mozilla/Firefox, Safari or another browser.

Prerequisite technology skills:

Create, edit and save a Word (or comparable) documentCopy/paste within and between documentsSave a document as a pdf fileSend an attachment with emailUsing a search engine such as Google in your preferred web browser (e.g. Internet Explorer, Mozilla/Firefox or Safari).

If you do not feel proficient in some of these skill areas, please make arrangements to meet with the course instructor for an individual tutorial.

EDUC 300 ProPrep II Fall 2015 (Hibbard)

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http://www.doe.mass.edu/frameworks/current.html

http://www.doe.mass.edu/odl/assistive/AccessToLearning.pdf

http://www.doe.mass.edu/odl/standards/itstand.pdf

Standard: All assignments in this course should be submitted via a Word document (.doc, .docx) or a PDF document (.pdf) if instructions require you to submit the assignment electronically, unless you are directed otherwise (e.g. Excel, PowerPoint/Prezi, etc.). If you submit a document in a different format (e.g. Works, .pages), a grade of zero (0) will be entered until the document is submitted in one of the two standard formats.

Standard: For Word/PDF documents, the following parameters should be used (unless otherwise specified):

1 inch margins11 or 12 pt. fontTimes New Roman, Calibri or similar fontSingle sided or front-to-back (your choice), unless specifiedSingle spaced, unless other spacing formats are specified (follow specifications, if provided)Follow specified page limits, if applicable

Standard: You are expected to use your laptop/device in an appropriate, professional manner during class. This includes no email/IM/chat during class time, unless you are instructed to check email, etc. If you’re not sure what else this means, please check with your course instructor.

Standard: All cell phones and other devices must be muted or turned off during class. This also means no checking for messages, texting, reading messages, etc. during class time, unless you are instructed to send a text/read a message. Please do not answer your phone during class, unless you have spoken with the instructor in advance about a special circumstance.

Recommendation: You are encouraged to take photos of any class-generated lists/ideas that are noted on the white board in class-the photo can then be added to your notes. When we study assistive technology, you are encouraged to take photos of the devices, as well.

Pedagogical ApproachConsistent with standards-driven constructivist and social constructivist-based practices, I can tell you the “big picture” road map of where we’re going. The specific route we take (especially the side roads), and the scenes and stops along the way will be based on your questions, needs and interests. We’ll get to our destination, but I cannot tell you the exact route we’ll take! We’ll construct our course calendar based on our learning interests

We will try some Reggio Emilia-inspired approaches this semester (e.g. Thinking in questions). These may feel very different from pedagogy you may be more familiar with. Or, it may feel very familiar.


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We will use think-pair-share/turn & talk, small group discussion, collaborative and consultative work groups, whole class discussions, reflection, and dialogue journals throughout the semester.

Standard: You are expected to be on topic and to conduct yourself in a professional manner while participating in these (and all) activities. Listen to others’ ideas, contribute your own ideas, ask questions, consider and acknowledge different points of view, identify your own beliefs, ways of thinking, and potential limitations or biases, and be open to new ways of thinking. You also have responsibility for making sure everyone has opportunities to participate in your group’s small group discussions.

In the special needs portion of the course, we may use a progressive case study this semester. This is sometimes called an unfolding case study. You will be introduced to an 8th grader, Brie. As we progress through the semester, you will learn about Brie and her family, you will examine some of her school work, her IEP, and you’ll include her as a member of your class in your lesson planning. You will also learn about her school, migrant education resources that some of Brie’s peers may access, and more. Some of the case study materials (e.g. work samples) are from a real student, but names, locations and other information have been changed to ensure anonymity.

Throughout the course, we will use Teaching Tools, Pedagogical Points and Freeze Frames as a way to consider all that is involved the instructional process as you move from the role of student to that of teacher (though I believe everyone is both a student and a teacher).

2015 Professional Standards for Teachers The standard and indicator, as well as the level(s) of practice are listed below the descriptors of the levels of practice. (Source: DESE (2015). Professional standards for teachers: Standards and indicators. Malden, MA: Author).

Level of Practice

Expectations for Candidates

Introduction (I) Candidates show understanding through coursework and/or in field-based experiences.

Practice (P) Candidates have opportunities to practice, to be observed, and to receive feedback through coursework and/or in field-based experiences.

Demonstrate (D) Candidates consistently demonstrate competency through coursework and in field-based experiences as measured by the teacher performance assessment.

Curriculum, Planning and Assessment standard: (a) Curriculum and Planning indicator: Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes. (I, P)

Teaching All Students standard:(b) Learning Environment indicator: Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to take academic risks, challenge themselves, and claim ownership of their learning. (I)


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(c) Cultural Proficiency indicator: Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected.(I)(d) Expectations indicator: Plans and implements lessons that set clear and high expectations and make knowledge accessible for all students. (I, P) [Focus on planning in EDUC 300](f) Classroom Management Indicator: Employs a variety of classroom management strategies, and establishes and maintains effective routines and procedures that promote positive student behavior. (I)

Family Engagement standard:(a) Engagement indicator: Welcomes and encourages every family to become active participants in the classroom and school community. (I, P)Professional Culture standard:(a) Reflection indicator: Demonstrates the capacity to reflect on and improve the educator's own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning. (I, P)(c) Collaboration indicator: Collaborates effectively with colleagues on a wide range of tasks. (I, P)(f) Professional Responsibilities indicator: Is ethical and reliable, and meets routine responsibilities consistently. (I, P)

Course Outcomes/Objectives: Upon successful completion of this course, you, the student, will be able to do the following at an introductory (new teacher) level:

Special Needs Component:

1. Explain the major components and requirements of federal and state laws pertaining to special education. Assessments: WebQuest court case graphic organizer; laws test

2. Describe the pre-referral, referral, and eligibility determination processes and the general/regular education teacher’s role in developing and implementing the IEP and transition plan Assessments: Laws test; accommodation lesson planning activity; lesson modification activity

3. Describe the characteristics of higher incidence disabilities, including specific learning disabilities, ADHD, and other higher incidence disabilities Assessments: ADHD reciprocal teaching activity; Brie case study activities; simulations and journal responses

4. Analyze the implications of a variety of disabilities and other special needs (e.g. students who are second language learners, gifted, homeless, and/or LGBT) and use the findings when developing appropriate learning activities and lessons, instructional and


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environmental differentiation, accommodations and modifications to promote optimum development of students with special needs in general education settings Assessments: Journaling; Brie writing sample analysis; web site evaluations; field study activities; graphic organizer activity; rubric/checklist design activity; journal article summary; readability activity; lesson planning

5. Develop Positive Behavior Supports (PBS) primary interventions (Primary Prevention Plan) at the classroom level to support students’ behavioral success Assessments: PBS tier one (primary) rules/expectations matrix; procedures and routine activities

6. Use IEPs, 504 Plans and assessment information to design educational environments and plan learning activities and assessments in which all students are treated equitably and with respect so they may participate fullyAssessments: Co-teaching lesson plan, accommodation lesson plan; assessment options brainstorming session (in class); PBS rules matrix

7. Demonstrate a commitment to the care, concern and support for all students, including students with disabilities and other special needs Assessments: observations, reflection activities, verbal language and written work

8. Consistently use person-first language and appropriate/accurate professional terminology in all spoken and written communications. Note: Non-person first language may be used when an individual, family or specific group expresses a different preference.Assessment: observations, discussions and all written work

Technology Component The following NETS-T standards are explicitly addressed in this course; other NETS-T standards are addressed as students’ interests require. A copy of the full text of the NETS-T standards is included with this syllabus.

1.d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.Assessments: Consultation and collaboration activities in class; reciprocal teaching activity; KWL activator; small group and whole class discussions

2.c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.Assessments: graphic organizer activity; rubric activity; assessment options brainstorming session; lesson planning activities

3.c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.Assessments: Parent/student web site; PowerPoint/Prezio assignment


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4.a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

4.b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.

4.c. promote and model digital etiquette and responsible social interactions related to the use of technology and information.

Depending on students’ responses to the KEWL activator assignment, other standards may also be addressed throughout the course.

Students often wonder why this course includes an emphasis on the state regulations. During your student teaching experience, a determination will be made about whether or not you have met the minimum requirements for beginning teachers in the five areas listed in the Commonwealth’s Professional Standards for Teachers. Standard E deals with the legal issues involved in teaching. This course covers the legal information related to special education and Internet usage that is addressed in that standard. This course also deals with the other standards related to working with students with disabilities, as noted in the course outcomes/objectives listed above.

Course Requirements and Expectations:

As a student in this class, you are responsible for demonstrating the following professional behaviors and dispositions:

(1) attend all class sessions, (2) arrive on time and stay until class is dismissed, (3) complete assigned readings and other learning activities in advance or as instructed, (4) participate thoughtfully and respectfully in discussions and collaboration activities, (5) submit assignments on the due date listed on the course calendar,(6) participate actively in all aspects of the class,(7) maintain students’ and their families’ rights to confidentiality, (8) demonstrate a professional demeanor appropriate for the teaching profession,(9) follow standards, classroom procedures, and expectations, and (10) ask questions and add to the conversation.

It is expected that all final written work for this course will meet professional writing standards. Adjustments in assignment grades will be made if written materials include multiple writing errors. If you need assistance with the writing process, please take advantage of the resources available at CASA. Assignment content and quality will be assessed. Do not rely solely on spell check; its two easy to overlook a miss steak! The instructor may recommend or require the use of services at CASA on an individual basis, as well.


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Academic Accommodations for Students with Identified Disabilities/Special NeedsStudents with documented disabilities should have appropriate documentation on file at CASA in order to receive accommodations. If you have an accommodation plan, please meet with me as soon as possible so that your plan can be implemented in a timely manner. If you do not yet have your accommodation plan, please arrange to meet with LaDonna Bridges in CASA. Her phone number is 508-626-4906 and email is [email protected]. The CASA web site provides additional information about the University’s disability services. The direct URL is: http://www.framingham.edu/center-for-academic-support-and-advising/disability-services/for-students/index.html

If you believe you might require assistance exiting the classroom and/or building in an emergency, please meet with me (Dr. Hibbard) as soon as possible so appropriate supports can be put in place.

If you have special medical or health needs (e.g. seizure disorder, diabetes) for which you may require assistance in the event you experience difficulty in class, please feel free to meet with me (Dr. Hibbard) to discuss the supports you may need.

All information about students’ disabilities, accommodations and other special needs is kept in strict confidence. You may choose to share information with peers in class; the course instructor will not share any information unless you request otherwise.

Religious AccommodationsIf you will be absent for a religious observance, please let your instructor know in advance, and submit your assignment at the beginning of the next class meeting. Religious observances do not fall under the course late assignment and absence guidelines.

State and federal laws require schools to make reasonable accommodation to the religious needs of students and employees in observance of holy days. Massachusetts General Laws Chapter 151B, section 4 (1)(A) addresses this issue with respect to employees. With respect to students, Massachusetts General Laws Chapter 151C, section 2B reads in relevant part as follows:

Any student in an educational or vocational training institution...who is unable, because of his religious beliefs, to attend classes or to participate in any examination, study or work requirement on a particular day shall be excused from any such examination or study or work requirement, and shall be provided with an opportunity to make up such examination, study or work requirement which he may have missed because of such absence on any particular day; provided, however, that such makeup examination or work shall not create an unreasonable burden upon such school. No fees of any kind shall be charged by the institution for making available to the said student such opportunity. No adverse or prejudicial effects shall result to any student because of his availing himself of the provisions of this section. (Source: http://www.doe.mass.edu/resources/holidaymemo.html)

During the fall 2015 semester, several religious holidays may impact course attendance for some students. Note: This list does not include all religious holy days observed by each faith. State and federal law require schools to make reasonable accommodation to the religious needs of students and employees in observance of holy days. For information on other religious holy days observed by members of


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http://www.doe.mass.edu/resources/holidaymemo.html

http://www.framingham.edu/center-for-academic-support-and-advising/disability-services/for-students/index.html



mailto:[email protected]

religions represented in your school community, please see http://www.interfaithcalendar.org/ or contact local clergy.

Rosh Hashanah*: September 14-15Yom Kippur*: September 23Sukkot*: September 28Eid al-Adha: September 23 (Due to the lunar calendar this is an approximate date.)Diwali: November 11Chanukah*: December 7

*According to the Massachusetts Lawyers Diary and Manual, "In addition to dates noted, observant Jews celebrate the second, seventh and eighth days of Passover; the second, eighth and ninth days of Sukkot; and two days of Shavuot. All Jewish holidays begin at sundown, the evening prior to the day of the holiday."

(Source: http://www.doe.mass.edu/resources/holidays.html)

Assignments and Grading Procedures:

Professional Conduct: Students who are frequently late, absent, unprepared and/or who conduct themselves in other ways that are inconsistent with the conduct, standards and disposition expectations identified in this syllabus will be reviewed by the Education Department’s Professional Standards Committee for professional suitability and readiness for the student teaching semester. Other areas of professional concern may also be reviewed by the Education Department’s Professional Standards Committee, as well.

Standard: Late work will not be accepted except in very limited circumstances. Late assignments compromise fair and consistent grading for the individual student and the class as a whole. There may be very isolated instances when severe illnesses that require hospitalization, surgery, family bereavement or court mandates may impact your ability to attend class and turn in an assignment on time. Please contact your course instructor as soon as possible in these instances to make arrangements to submit your assignment materials. Documentation will be required to be submitted to Dean Stoop’s office. The instructor will not accept assignments that are more than seven days late. Late assignments, if accepted for grading, will be graded and returned by the last day of class.

Standard: In other instances of absence (e.g. oversleeping), assignments due on the missed day that are not submitted on time will not be accepted. A grade of zero will be entered for the missed assignment.

Standard: Do not email a late assignment to Dr. Hibbard unless you are specifically instructed to do so.

General Activities

Attendance, Participation and Reflections—Special Needs and Technology (25 points total): This course component includes several hands-on, experiential activities that are designed to help you develop knowledge, skills and positive attitudes about working with people who have disabilities or other special needs. Small and whole class discussions, practice activities and


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http://www.interfaithcalendar.org/

other learning activities are also essential participation components. Examples of possible activities include:

Learning disability simulations Group lesson planning activitiesAccommodations planning consultationDialogue journals/blogs, reflections and other response activitiesSharing activitiesHomework and out-of-class exercises (e.g. SurveyMonkey activity, journal entries)Preparation for peer/reciprocal teaching (e.g. dyad cooperative learning model)Scaffolding and peer support (serving as an MKO when appropriate)Rules matrix/primary prevention planWebQuest

Other activities appropriate to the topics being discussed will be incorporated into the class, as well. Many of the in-class activities will require out-of-class follow-up (homework).

Because you cannot participate if you are not in class, absences, tardiness and early departures will automatically result in a deduction of participation points (regardless of reason except religious absences). Note: Students who miss class for religious observances will not lose participation points. Students must inform the instructor of the absence in advance to plan for assignment submission and to obtain missed information.

Final Test (15 points): You will take one test in this course; it will be administered during the final exam period for the course. It will focus on the legal issues and special education procedures presented in class. A study guide and study resources will be provided. The test will be available in paper and electronic formats.

Special Needs Activities

Field Study Activities-Special Needs (15 points total): You are will complete three (3) special education-related activities at your field study site. A menu of options is attached to the syllabus. Documentation of each is required. Failure to complete all three activities and/or to fully document the activities will result in a reduction in your course grade.

Assistive Technology Investigation Activity and Discussion (10 points): You will investigate an assistive technology device or product and will share your findings with a small group of peers. Note: The sharing will be completed in the Blackboard area for the course, not in the Wordpress area.

UDL Planning (15 points): Using a lesson plan you prepared for your methods portion of the course, you will deconstruct and then redesign/create the learning activity and assessment options so that they follow UDL (Universal Design for Learning) principles. You will collaborate with peers when planning. Alternate: Rather than reconstructing a lesson, you may create a new lesson that follows UDL principles.


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Co-teaching Lesson Plan (20 points): Using a lesson plan you’ve developed for your methods course, redesign the lesson so that it is delivered using specific co-teaching models. You will complete this assignment collaboratively with a peer. Alternate: You may design a new plan that is co-taught.

Accommodation Lesson Plan (15 points): Using a lesson plan you prepared for your methods portion of the course, you will deconstruct a lesson plan and address an individual student’s accommodations, as identified in an IEP.

Educational Technology

Grade Plan (10 points): You will demonstrate competency in establishing a detailed grading plan and process for one course in your discipline.

Try-It/MakeIt/Explore-It Activities (25 points): You will investigate several Web 2.0 applications and apps, use some to create examples, and you will share your findings in small groups in class.

Parent/Student Web Site (20 points): You will prepare a web site for students and their parent(s)/families in your future classes using Google sites, TeacherWeb or Wordpress. The site will connect to your discipline –specific unit. Information about the required content for the web site will be provided in class. (Note: Students who prefer to use a different authoring tool, a different web site host, or who prefer to write their own code are welcome to pursue that alternative; please discuss this option with your course instructor before beginning the assignment.) If you want to include blogging as a major component of your web site, I encourage you to use Wordpress. You will also create a QR code for your site.

Discipline Specific Internet Site/Media Evaluations (10 points): You will (1) locate, (2) review, and (3) evaluate two Internet sites. (Other web-based media may also be included on a case by case basis—see Dr. Hibbard for pre-approval.) Several evaluation tools will be available; you will select and use two. Part of this assignment includes using a graphic organizer to compare/contrast the usefulness of the evaluation tools themselves and discussing how to incorporate critical evaluation of web sites in research assignments with students. These sites could be incorporated into your parent web site.

PowerPoint/Prezi Curriculum Presentation (15 points): With a partner, you will prepare a presentation to be used to explain the curriculum framework for your discipline to parents (e.g. Open House event). The presentation will cover the full grade range of your license(s). You will also complete a self-assessment in your Blue Book journal/blog. A PowerPoint mini-workshop will be included as part of the course content, if needed. Students may also use PowerPoint, Prezi or another presentation software option.

Optional Activity: ADA Basics Mini-Course (up to 5 points): To learn in-depth information about the Americans with Disabilities Act, you may choose to complete an online mini-course at www.adabasics.org. Detailed instructions for establishing your account and using the site are


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provided at the site and are available from Dr. Hibbard. It is estimated to take approximately 5-6 hours, though some students may take longer while others may complete the course in fewer than 5 hours. Points: If you achieve 90% or above on the final test for the mini-course, 5 points will be added to your points for the course. If you achieve 80-89% on the final test, 3 points will be added. If you achieve 75-79%, 1 point will be added. ADA mini-course URL: www.adabasics.org

Summary of Required Assignments and Point/Grade Calculations

*These assignments also include a technology component.


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Technology:Grade plan and rubric 10Web site 20Web site/media evaluations 10Curriculum presentation 15Web 2.0 sharing 25

Technology Total 80

Course Total 200 ptsA 189-200 pts.A- 180-188 pts.B+ 174-179 pts.B 166-173 pts.B- 160-165 pts.C+ 153-159 pts.C 145-152 pts.C- 140-144 pts.D+ 133-139 pts.D 125-132 pts.D- 120-124 pts.F <120 pts.

http://www.adabasics.org/

Understanding that teachers will progress on each standard throughout their career, the PSTs and Indicators describe the level of practice that candidates should demonstrate by the time they complete their teacher preparation program and are endorsed for licensure. The diagram below defines each level of practice and what it means for teacher candidates during their preparation:

Level of Practice Expectations for CandidatesIntroduction Candidates show understanding through coursework and/or in field-based experiences.

Practice Candidates have opportunities to practice, to be observed, and to receive feedback through coursework and/or in field-based experiences.

Demonstrate Candidates consistently demonstrate competency through coursework and in field-based experiences as measured by the teacher performance assessment.

The Board of Elementary and Secondary Education (BESE) passed Professional Standards for Teachers (PSTs) in January 2014. These standards align expectations for preparation candidates with those for in-service teachers as outlined in Massachusetts’ Educator Evaluation Framework.

(1) Curriculum, Planning, and Assessment standard: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis, and continuously refining learning objectives.

Introduction Practice Demonstrate(a) Curriculum and Planning indicator: Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes.

X

(b) Assessment indicator: Uses a variety of informal and formal methods of assessment to measure student learning, growth, and understanding, develop differentiated and enhanced learning experiences, and improve future instruction.

X

(c) Analysis indicator: Analyzes data from assessments, draws conclusions, and shares them appropriately. XSEI Indicator (a) Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges. X

SEI Indicator (c) Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy.

X

(2) Teaching All Students standard: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.

Introduction Practice Demonstrate(a) Instruction indicator: Uses instructional practices that reflect high expectations regarding content and quality of effort and work, engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.

X

(b) Learning Environment indicator: Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to take academic risks, challenge themselves, and claim ownership of their learning.

X

(c) Cultural Proficiency indicator: Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected. X

(d) Expectations indicator: Plans and implements lessons that set clear and high expectations and make knowledge accessible for all students. X

(e) Social and Emotional Learning Indicator: Employs a variety of strategies to assist students to develop social emotional-competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

X

(f) Classroom Management Indicator: Employs a variety of classroom management strategies, and establishes and maintains effective routines and procedures that promote positive student behavior. X

SEI Indicator (b) Uses effective strategies and techniques for making content accessible to English language learners. X

SEI Indicator (d) Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance. X

(3) Family and Community Engagement standard: Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.

Introduction Practice Demonstrate(a) Engagement indicator: Welcomes and encourages every family to become active participants in the classroom and school community. X

(b) Collaboration indicator: Collaborates with families and communities to create and implement strategies for supporting student learning and development both at home and at school. X

(c) Communication indicator: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. X

SEI Indicator (e) Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school. X


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(4) Professional Culture standard: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.

Introduction Practice Demonstrate(a) Reflection indicator: Demonstrates the capacity to reflect on and improve the educator's own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning.

X

(b) Professional Growth indicator: Actively pursues professional development and learning opportunities to improve quality of practice or build the expertise and experience to assume different instructional and leadership roles.

X

(c) Collaboration indicator: Collaborates effectively with colleagues on a wide range of tasks. X(d) Decision-making indicator: Becomes involved in school-wide decision-making, and takes an active role in school improvement planning. X

(e) Shared Responsibility indicator: Shares responsibility for the performance of all students within the school. X(f) Professional Responsibilities indicator: Is ethical and reliable, and meets routine responsibilities consistently. X


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NETS for Teachers 2008

Educational Technology Standards and Performance Indicators for All Teachers

Building on the NETS for Students, the ISTE NETS for Teachers (NETS•T), which focus on preservice teacher education, define the fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings. All candidates seeking certification or endorsements in teacher preparation should meet these educational technology standards. It is the responsibility of faculty across the university and at cooperating schools to provide opportunities for teacher candidates to meet these standards. URL: http://www.iste.org/standards/nets-for-teachers.aspx

The six standards areas with performance indicators listed below are designed to be general enough to be customized to fit state, university, or district guidelines and yet specific enough to define the scope of the topic. Performance indicators for each standard provide specific outcomes to be measured when developing a set of assessment tools. The standards and the performance indicators also provide guidelines for teachers currently in the classroom.

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a. promote, support, and model creative and innovative thinking and inventiveness.

b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

c.promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.

d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and

resources.d. provide students with multiple and varied formative and summative

assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.

b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.

c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.

d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:

a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.

c. promote and model digital etiquette and responsible social interactions related to the use of technology and information.

d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:

a. participate in local and global learning communities to explore creative applications of technology to improve student learning.

b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.

c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.

d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.


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NETS for Teachers:National Educational Technology Standards for Teachers,Second Edition © 2008 ISTE ® (International Society for Technology in Education), URL www.iste.org. All rights reserved.Permission to include the full text of the ISTE NETS standards in this syllabus granted on August 8, 2008.


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EDUC 300 Professional Preparation II: Special Needs and Technology

Name: Subject area:

Field Study II Site: Supervising Practitioner:

Field-based activities: Making connections

Work with your cooperating teacher(s) at your field study site to make arrangements to complete a minimum of three of the activities listed below. Place a check mark in the box next to each activity you completed, record the date, and obtain the teacher’s (or other person’s) initials. Prepare a summary of each activity you completed using the attached forms. Submit all materials to Dr. Hibbard by the last day of class. These materials will be attached to your Field Study II time log and activities list, and they will all be placed in your file in the Education Department office. Keep a copy for your professional portfolio, as well. (The form is available at our course web site, as well.)

Observe special education services being provided using co-teaching models in a general education classroom. Talk with the teachers about their roles and how they plan for co-teaching. Minimum observation: 1 full class periodDate of observation: Teachers’ initials

Observe special education services being provided in a Learning Center (resource setting

or similar environment outside of the general education classroom). Talk with the teacher about ways you can support students with disabilities in your classroom. Minimum observation period: 45 minutes Date of observation: Teacher’s initials

Observe special education services being provided in a sub-separate or separate classroom (self-contained setting). Talk with the teacher about ways you can support students with disabilities in your classroom. Minimum observation period: 45 minutes Date of observation: Teacher’s initials

Observe and interview a special education paraprofessional to learn more about his/her role and the services he/she is responsible for providing. Minimum observation period (excluding interview time): 45 minutesDate of observation: Paraprofessional’s initials

Observe OT or PT services being provided in a general education classroom. Talk with the therapist about ways you can support students with special needs in your classroom. Minimum observation period: 1 class period or the equivalent.Date of observation: Therapist’s initials

Observe speech/language services being provided in a general education


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classroom. Talk with the therapist about ways you can support students with special needs in your classroom. Minimum observation period: 1 class period or the equivalent.Date of observation: Therapist’s initials

Observe OT or PT services being provided in an environment other than the general

education classroom. Talk with the therapist about ways you can support students with special needs in your classroom. Minimum observation period: 45 minutes or the equivalent. Date of observation: Therapist’s initials

Observe speech/language services being provided in an environment other than the general education classroom. Talk with the therapist about ways you can support students with special needs in your classroom. Minimum observation period: 45 minutes or the equivalent. Date of observation: Therapist’s initials

Observe a reading specialist or math specialist working with a group of students (or an individual student) and talk with the teacher about ways you can reinforce the concepts/skills in your classroom. Minimum observation period: 45 minutes.Date of observation: Teacher’s initials

Interview the Guidance Counselor or School Adjustment Counselor to learn about services he/she provides to students with and without disabilities. Talk with the counselor about ways you can support students with special needs in your classroom. Date of interview: Counselor’s initials

Other options: Availability depends on the personnel in your school and the services available. Options are listed below.

Observe and interview choices: A teacher in a program for students who are gifted/talented, An assistive technology specialist, An adaptive physical education teacher, or Another professional/therapist in the school.

Or, interview a professional support staff member, such as The school nurse, Another service provider in the school:

Date of observation/interview: Initials

*If you have another idea, check with Dr. Hibbard before completing the observation and interview.


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Activity #1: Summary

Date of activity Setting

Selected Activity

Name of person you observed: Length of observation:

Describe: Briefly summarize your observations and/or findings from your interview:

Connect: Make connections to what you’ve learned from your readings and in class:

Transform: Discuss one way you will change your teaching practice to better meet the needs of diverse learners based on what you’ve learned from this activity:


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Date completed Setting

Selected activity:






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Date of activity Setting

Selected activity:






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Name Year

License (e.g. English 8-12)

Planning and Teaching In collaboration with your supervising practitioner,

Plan and teach a mini-lesson or a portion of a lesson

Plan and teach a whole lesson

Plan/co-teach lessons using co-teaching different models (e.g. stations, parallel, team teaching)

Present a demonstration

Work with a small group of students

Assist individual students

Plan for and facilitate a class discussion

Plan for and facilitate group work, cooperative learning and/or group presentations

Plan for and facilitate a critique

Plan for and facilitate laboratory work

Assist with preparing for a field trip

Assessment In collaboration with your supervising practitioner,

Design and administer a performance assessment

Design and administer a product assessment

Practice grading student work and providing feedback using different tools (e.g. rubrics, checklists, narrative comments)

Select (or develop/modify) and use an observation tool for assessment

Informally assess students during discussion, group work, labs, etc. and document assessment findings


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Management and Classroom Environment In collaboration with your supervising practitioner,

Take attendance

Conduct routine homeroom procedures

Manage transitions within the class period

Manage the transition at the end of class (e.g. assign homework, supervise class dismissal)

Monitor halls during transitions (with the supervising practitioner)

Prepare a bulletin board or other display

Assist with planning for classroom design/rearrangement

School-Home CommunicationIn collaboration with your supervising practitioner,

Prepare a letter to introduce yourself (as a field study student) to parents

Prepare or help prepare a parent newsletter or other home communication

Help prepare for Parents’ Night/Open House activities

Attend Parents’ Night/Open House [if your schedule permits]

Other:


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Framingham State College · Web viewEducational technology, including assistive technology, Web 2.0 resources, and web-based tools, is addressed. Candidates develop technology-based

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