Table of Contents - Eastern Kentucky University Learning... · Just as a compass provides guidance...

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Table of Contents ACKNOWLEDGEMENTS .......................................................................................................................................... 4

THE APPLIED LEARNING IN TEACHING EXPERIENCE ............................................................................................. ...5

WELCOME LETTER................................................................................................................................5

UNIT CONCEPTUAL FRAMEWORK...........................................................................................................6

THE TEACHING PROFESSION AND ETHICS ..............................................................................................6

CONFIDENTIALITY.................................................................................................................................8

DISPOSTIONS........................................................................................................................................9

DRESS, CONDUCT, AND IDENTIFICATION .....................................................................................................9

TECHNOLOGY ETIQUETTE ...................................................................................................................10

PURPOSE OF THE APPLIED LEARNING EXPERIENCE .................................................................................... 10

SEQUENCE OF APPLIED LEARNING IN TEACHING COURSES……….................................................................11

EMPLOYMENT ............................................................................................................................................. 12

DEFINITIONS................................................................................................................................................ 12

ROLES AND RESPONSIBILITIES..................................................................................................................13

Scoring Guide for the Applied Learning Course .......................................................................................... …15

EKU MYiNTERFASE DATABASE..................................................................................................................... 16

Recording your Time.......................................................................................................................... 18

EKU PROFESSIONAL DISPOSITIONS ............................................................................................................. 18

APPLIED LEARNING IN TEACHING COURSEWORK .............................................................................................. 19

EDF 103: INTRODUCTION TO EDUCATION. ..........................................................................................................19

Background .......................................................................................................................................19

Verification........................................................................................................................................19

Assignment........................................................................................................................................19

Scoring Guide ....................................................................................................................................21

SCHOOLING AND SOCIETY - EDF 349Q......................................................................................................22

Background ....................................................................................................................................... 23

Assignments ......................................................................................................................................23

Verification and Evaluation.................................................................................................................24

Key Assessments ....................................................................................................................................25

DEVELOPMENT AND LEARNING...................................................................................................................... 30

Background ........................................................................................................................................31

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Assignments ..........................................................................................................................................31

Verification and Evaluation......................................................................................................................... 31

ASSIGNMENTS FOR EDF 349R CANDIDATES .................................................................................................32

ELE 490/EMG 430 / ESE 490 AL Reflection......................................................................................................43

APPLIED LEARNING IN TEACHING EMS 349Q..................................................................................................44

EDF 413: ASSESSMENT IN EDUCATION……………………………………………………………………………………………………………….45

Background………………………………………………………………………………………………………………………………………………45

Assignment 1…………………………………………………………………………………………………………………………………………..46

Assignment 2…………………………………………………………………………………………………………………………………………..48

APPLIED LEARNING TIME SHEET ……………………………………………………………………………………………………………………….50 EMS349Q-EDF413: AL - Kentucky State Assessment System Analysis………………………………………………………………..52

EMS349Q-EDF413: AL - Formative/Summative/Grading Reflection…………………………………………………………………..55

APPLIED LEARNING IN TEACHING EMS 349 R…………………………………………………………………………………………………….58

Background………………………………………………………………………………………………………………………………………………59

Assignment 1…………………………………………………………………………………………………………………………………………..60

Assignment 2…………………………………………………………………………………………………………………………………………..61

ELE 490/EMG 430/ESE 490 AL REFLECTION ……………………………………………………………………………………………………….62

EDUCATIONAL ASSESSMENT...................................................................................................................................63

Coordination of Applied Learning SED 349Q with SED 375 ....................................................................64

Coordination of Applied Learning SED 349Q with SED 352 (IECE)...........................................................66

Coordination of Applied Learning SED 349R with SED 436.....................................................................67

Coordination of Applied Learning SED 349T with SED 375 .....................................................................68

METHODS AND TEACHING...........................................................................................................................70

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ACKNOWLEDGEMENTS

The EKU Applied Learning in Teaching Program was developed by a team of faculty in the Departments of Curriculum and Instruction and Special Education along with the EKU Cooperative Education Office. The following individuals served on the initial planning committee:

April Blakely, Assistant Professor Dorie Combs, Professor and Chair, Curriculum & Instruction Richard Day, Associate Professor Andee Duett, Adjunct Applied Learning Faculty Kathy Ecton, Adjunct Faculty Tim Forde, Assistant Professor Debbie Haydon, Professor and Chair, Special Education Effie Hensley, Adjunct Applied Learning Faculty Connie Hodge, Senior Lecturer Gladys Johnson, Director, EKU Co-op Office Gina Lakes, Madison County Schools Nancy Long, EKU Co-op office Peggy McGuire, Associate Professor Mendy Mills, Madison County Schools Jan Moore, Associate Professor Margaret Moore, Assistant Professor Randy Peffer, Madison County Schools Peggy Petrilli, Senior Lecturer and Office of Professional Laboratory Experiences Bill Phillips, Dean, College of Education Patsy Puckett, Adjunct Applied Learning Faculty Ellen Rini, Adjunct Faculty & Model Laboratory School Counselor Mary Turner, Adjunct Applied Learning Faculty Paula Vanover, Adjunct Applied Learning Faculty Rodney White, Professor

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THE APPLIED LEARNING IN TEACHING EXPERIENCE

WELCOME LETTER

Dear Teacher Education Candidate: The Applied Learning experiences provide you hands-on experience with students.

It’s an exciting part of your journey to becoming a professional educator. As a teacher candidate, you will work under the guidance of experienced EKU faculty members and highly skilled P-12 teachers who will help you improve your practice.

During this time, you will be challenged to look at schools from a new perspective - that of a teacher, rather than a student. Draw upon your coursework to learn important lessons about the philosophical and historical aspects of American schooling. Learn the fundamental work of a teacher: planning, instruction, assessment, and the integration of technology in instruction. You will learn to work with a diverse student population and find the aspect of teaching that is the best fit for you.

Becoming a strong and committed educator is a lifelong endeavor; this is only the beginning. As you work toward becoming the best educator possible, you will build a network of colleagues and a collection of materials that will assist you in teaching your specific content area(s). In your pursuit to help your students become independent, lifelong learners who are critical and creative thinkers, you will need to be open to constructive feedback from your EKU professors, Faculty Coordinators and the Teacher Supervisors who mentor you along the way. Be thoughtful about this feedback as well as the instructional decisions you make.

As a reflective practitioner, you must be consciously aware of your own strengths and weaknesses. Look for opportunities to turn your weaknesses into strengths. This is also an important time of transition into adult life with all of its expectations and consequences. Think carefully about your short-term and long-term choices and make sure that you always present yourself as a responsible, professional person. Every day is important to a student’s learning, and you must prepare for every challenge that lies ahead.

The College of Education faculty is here for you. We anticipate your success and expect to hear good reports of your teaching and professionalism from your mentors in the field. If you need any assistance, please do not hesitate to call on your EKU Faculty Coordinator. We will help you get off to a great start.

Watch, try, reflect, and grow!

The EKU College of Education Faculty

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UNIT CONCEPTUAL FRAMEWORK

Guiding Professional Educators for the 21st Century Just as a compass provides guidance and direction, Eastern Kentucky University’s Professional Education Programs provide a framework that supports our candidates’ development of content knowledge, practice and professional behaviors. We accomplish this through high quality instruction, engaging course learning tasks and applied learning experiences that require candidates to think critically and creatively, communicate effectively and act fairly. As a result, our candidates are prepared to effect change in the culture of learning in their classrooms, in our region and beyond.

The most important element in fostering learning and growth is an effective professional educator. We define that person as a unique amalgam of three elements: strong, dynamic understanding of content; skillful pedagogy; and constructive dispositions. Embedded within these three elements are broad skills in state of the art technologies and a belief that ALL children can learn.

College of Education Mission Statement

Guiding and developing professional educators for the 21st century: Knowledge,

Practice, and Professionalism

We expect our colleagues to be absolutely committed to individualized teaching and learning. We are “a school of opportunity,” and we emphasize giving each individual candidate opportunities to move from where he or she is to where he or she needs and wants to be.

THE TEACHING PROFESSION AND ETHICS A profession is a field of work requiring specialized knowledge and often long and intensive academic preparation. Its members possess specific skills or techniques based on this knowledge. The teaching profession requires an ethics code because society has a different relationship with a profession than with a commercial enterprise. For example, the public may hold the attitude of “let the buyer beware” when purchasing a washing machine or engaging the services of a repair shop. However, a profession is held to higher standards than a job.

As professions developed, people began to expect professionals to be competent and trustworthy and to cause no harm. As with other professions, ethical guidelines are essential to maintain the integrity of teaching.

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“Ethics” refers to a set of guidelines that provide directions for conduct. As with other professions, ethical guidelines are essential to maintain the integrity of teaching. Ethic codes are moral guides that attempt to ensure that skills and techniques are used appropriately. Codes define the principles that spell out the responsibilities and rights of professionals in their relationships with each other and also with the people they serve. Finally, ethic codes delineate the values of a profession.

Educational Professional Standards Board (EPSB) issues teaching certificates in the state of Kentucky, and has adopted a set of ethical standards that all Kentucky teachers must meet. EPSB is responsible for enforcing the standards and has the power to revoke teaching certificates.

Professional Code of Ethics for Kentucky School Certified Personnel

From 16 KAR 1:020, Section 1 - Certified personnel in the Commonwealth:

1. Shall strive toward excellence, recognize the importance of the pursuit of truth, nurture democratic citizenship, and safeguard the freedom to learn and to teach;

2. Shall believe in the worth and dignity of each human being and in educational opportunities for all; 3. Shall strive to uphold the responsibilities of the education profession, including the following

obligations to students, to parents, and to the education profession:

(a) To students: 1. Shall provide students with professional education services in a nondiscriminatory manner and in

consonance with accepted best practice known to the educator; Shall respect the constitutional rights of all students;

2. Shall take reasonable measures to protect the health, safety, and emotional well-being of students; 3. Shall not use professional relationships or authority with students for personal advantage; 4. Shall keep in confidence information about students which has been obtained in the course of

professional service, unless disclosure serves professional purposes or is required by law; 5. Shall not knowingly make false or malicious statements about students or colleagues; 6. Shall refrain from subjecting students to embarrassment or disparagement; and 7. Shall not engage in any sexually related behavior with a student with or without consent, but shall

maintain a professional approach with students. Sexually related behavior shall include such behaviors as sexual jokes; sexual remarks; sexual kidding or teasing; sexual innuendo; pressure for dates or sexual favors; inappropriate physical touching, kissing, or grabbing; rape; threats of physical harm; and sexual assault.

(b) To parents:

1. Shall make reasonable effort to communicate to parents information which should be revealed in the interest of the student;

2. Shall endeavor to understand community cultures and diverse home environments of students; 3. Shall not knowingly distort or misrepresent facts concerning educational issues; 4. Shall distinguish between personal views and the views of the employing educational agency; 5. Shall not interfere in the exercise of political and citizenship rights and responsibilities of

others;

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6. Shall not use institutional privileges for private gain, for the promotion of political candidates, or for partisan political activities; and

7. Shall not accept gratuities, gifts, or favors that might impair or appear to impair professional judgment, and shall not offer any of these to obtain special advantage.

(c) To the education profession:

1. Shall exemplify behaviors which maintain the dignity and integrity of the profession; 2. Shall accord just and equitable treatment to all members of the profession in the exercise of

their professional rights and responsibilities; 3. Shall keep in confidence information acquired about colleagues in the course of employment,

unless disclosure serves professional purposes or is required by law; 4. Shall not use coercive means or give special treatment in order to influence professional decisions; 5. Shall apply for, accept, offer, or assign a position or responsibility only on the basis of

professional preparation and legal qualifications; and 6. Shall not knowingly falsify or misrepresent records of facts relating to the educator's own qualifications or those of other professionals.

Section 2: Violation of this administrative regulation may result in cause to initiate proceedings for revocation or suspension of Kentucky certification as provided in KRS 161.120 and 704 KAR 20:585. (21 Ky.R. 2344; eff. 5-4-95; recodifies from 704 KAR 20:680, 7-2-2002.)

CONFIDENTIALITY

Confidentiality means that information provided to a teacher about a student’s personal situation is not to be disclosed to anyone else unless the teacher has permission from the student to do so, or if the individual has a “legitimate need to know” for the protection of the student, such as the school counselor or principal. It is important that teachers respect the privacy of the student and hold in confidence any information obtained in the course of professional service. Respecting a person’s right to privacy is not only an ethical professional obligation, but it is also a legal right. The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. All teachers in public schools and many in private schools have binding obligations in regards to privacy.

It is possible that a student will confide information to a candidate. If a student does entrust you with confidential information, do not betray his or her confidence unless it threatens the student's welfare. Consult your Teacher Supervisor for policies regarding school system procedures for reporting suspicions of abuse or other welfare-threatening conditions. Avoid discussing specific students - inside or outside of the school setting - unless it is a professional matter you discuss with your Teacher Supervisor. Keep in mind personally identifiable information regarding a student and his/her family must be removed from documents before sharing with other individuals outside the classroom setting. In general, Candidates must refrain from any unprofessional discussions about students.

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DISPOSITIONS The EKU Teacher Education Program is responsible for preparing candidates who have the required knowledge, skills, and dispositions to become effective educators. Your chosen program of study will prepare you to demonstrate the knowledge, skills, and dispositions expected of excellent professionals. EKU faculty and school-based master teachers will evaluate your demonstration of these dispositions and provide you with feedback about your progress. Dispositions include the values, commitments, and ethics expected of professional educators, such as the ideal of fairness and the belief that all students can learn. The Kentucky Education Professional Standards Board Code of Ethics, the EKU Student Code of Conduct, and the Teacher Education Program’s Conceptual Framework more specifically articulate characteristics expected for all education professionals. Dispositions are assessed indirectly, based on candidate’s observable behavior in educational settings (NCATE, 2007).

The EKU Teacher Education Program uses several measures to assess the dispositions of teacher education candidates including a disposition questionnaire in EDF 203, across the program, and at exit from student teaching. For admission into the Program, candidates must obtain recommendations from several faculty members in the University community. These recommendation forms are reviewed by the Teacher Education Services and by the Professional Education Admissions Committee as part of the entrance screening procedure. In addition to this recommendation procedure, all initial candidates complete a criminal background check prior to admission to the Professional Education Program and prior to admission to student teaching.

DRESS, CONDUCT, AND IDENTIFICATION

Candidates are expected to consult and follow the official dress code for the school and district in which they are working. Candidates should always dress and behave as professionals. Questions about dress or conduct in a particular situation should be directed to the EKU Faculty Coordinator. The Faculty Coordinator can work with the Teacher Supervisor, and/or the Principal to resolve any issues. Additionally, candidates should always be well groomed and pay close attention to personal hygiene.

Candidates are considered to be developing professional educators and must act accordingly. Professional behavior includes demonstrating respect for students, peers, and professional educators. It includes adaptability in responding to the challenges of teaching, and of learning to become a good teacher. It includes demonstrating a spirit of inquiry, initiative, enthusiasm, and cooperation in fulfilling the responsibilities for this experience. Candidates must avoid any situation that might elicit participation in unprofessional discussion or behavior. This includes personal web pages that could be accessed by students. A candidate should consider time spent at the school site and the EKU campus as a job interview. Candidates should be mindful that they may be asking Teacher Supervisors/EKU Faculty Coordinators /faculty for job references.

Candidates will be provided one free official EKU Teacher Education Lanyard to be worn at all times during the applied learning experience. Consult with your EKU Faculty Coordinator as to which color card you

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should display in accordance with the applied learning course in which you are enrolled. Please note if you misplace your official lanyard you will be required to purchase subsequent ones.

TECHNOLOGY ETIQUETTE

Candidates should not allow cell phones to ring while at school, and cell phones should be kept out of sight during class. Furthermore, laptops should be used for class purposes only. Candidates should refrain from surfing the Internet, doing homework, or checking email (etc.) while at school (this applies also to sending/receiving IMs, text messages, Facebook messages, etc.) as this distracts both the candidate and the students.

PURPOSE OF THE APPLIED LEARNING EXPERIENCE

The Applied Learning Experience was created to meet several specific requirements for candidates‟ prior to placement in student teaching and ultimately earning a teaching certificate. These requirements emanate from Kentucky’s Educational Professional Standards Board, the Council for the Accreditation of Educator Preparation (CAEP – formerly NCATE) and state regulations. Through applied learning field work candidates are challenged to implement their ideas about teaching under the careful direction of a school-based “Teacher Supervisor” (a master teacher identified by school administrators in a Kentucky school district) and an EKU Faculty Coordinator (a master teacher now working for the university). Both of these individuals will guide the candidates‟ work in cooperation with the EKU faculty.

Candidates are required to maintain a log of their applied learning field experiences. In applied learning courses, you will be given opportunities in a variety of Primary-12 schools settings to participate in the following:

A. Engagement with diverse populations of students which include (1) Students from a minimum of two different ethnic or cultural groups of which the candidate would not be considered a member; (2) students from different socioeconomic groups; (3) English language learners; (4) Students with disabilities; and (5) Students from across elementary, middle school, and secondary grade levels

B. Observation in schools and related agencies, including but not limited to: Family Resource Centers or Youth Service Centers

C. Student Tutoring D. Interaction with families of students E. Attendance at school board and school-based council meetings F. Participation in a school-based professional learning community G. Opportunities to assist teachers or other school professionals

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SEQUENCE OF APPLIED LEARNING IN TEACHING COURSES

INTRODUCTION TO EDUCATION

EDF 103 Set up Applied Learning Account and log 5 hours

SCHOOLING AND SOCIETY

EDF 203 (EDF 310) EDF 349Q

DEVELOPMENT AND LEARNING

EDF 319 CDF 399 (CFS – IECE)

EDF 349R CDF 349R (CFS – IECE)

ASSESSMENT

EDF 413 SED 375 (LBD, DHH) SED 352 (SED- IECE) CDF 310 (CFS – IECE)

EMS 349Q SED 349Q SED 349Q CDF 349Q

MANAGEMENT/CURRICULUM

ELE 490, EMG 430, or ESE 490 SED 436 (SED-IECE) CDF 327 (CFS – IECE)

EMS 349R SED 349R (SED-IECE) CDF 349T

METHODS/TEACHING

ELE 446, 491, 492, 493 EMG 447 ESE 540, 543, 549, 552, 553, 561,573, 579, 587, or ESE 550, or MAE 550 SED 375 (SED-IECE) CDF 405, 406

ELE 349 EMG 349 ESE 349

SED 349T (SED-IECE) CDF 349

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EMPLOYMENT

Candidates who are employed full time during the school day will need to arrange to complete the required applied learning hours in a P-12 classroom setting during the school day. The Applied Learning EKU Faculty Coordinator will work with you and a school to complete these in a flexible schedule that also meets the expectations of the course. Please communicate with your Applied Learning Faculty Coordinator as soon as possible to discuss your situation.

DEFINITIONS

1. Applied Learning Experience – The clinical field work component of EKU‟s Teacher Education Program. Over the course of the Teacher Education Program candidates will log 200+ hours in the Applied Learning Experience.

2. Candidates - The term “candidates” refers to EKU students who are entering or already admitted to the Teacher Education Program. The term “students” refers to those learners outside of EKU, typically students in the P-12 system.

3. Field Work – Along with “field experiences,” a euphemism for applied learning experiences. 4. Guided Learning Experience - The 40-hour Applied Learning Experience where candidates work directly

with a highly skilled teacher and a group of public school students over the course of the semester. 5. Highly-skilled teacher – A teacher whose advanced skills and dispositions has caused them to be

identified by their local school district as appropriate for assisting teacher education candidates. 6. Level – The term refers to the various age groupings of students, by grades, within schools. For our

purposes, “Elementary” refers to Preschool through fifth grade; Middle School (or Middle Grades) refers to sixth through eighth grades; High School refers to ninth through twelfth grades. Special needs classes outside of traditional school settings should be thought of by the age of the students, as though they were housed in schools.

7. Students - The term “students” refers to those learners outside of EKU, typically students in the P-12 system. The term “candidates” refers to EKU students who are entering or already admitted to the Teacher Education Program.

8. Verified Credentials – The name of the only vendor approved to provide criminal background checks for the EKU Teacher Education Program

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ROLES AND RESPONSIBILITIES

The Candidate

1. Must attend applied learning orientations

2. Complete the purchase of a Verified Credentials Criminal Background Check prior to the first day of placement. Once a candidate has paid for the background check, The EKU Teacher Services Program is notified and the requirement is met. Unlike many local background checks, even those conducted by Kentucky’s Administrative Office of the Courts, Verified Credentials in a national multi-jurisdictional check.

3. Complete the confidentiality training and quiz prior to first day of placement.

4. Work with your EKU Faculty Coordinator to identify the school and teacher for your Guided Learning

Experience. EKU reserves the right to assign candidates to Host Schools and Teacher Supervisors based on local school district input (Students whose transportation options limit them to on-campus placements will be assigned to a school within walking distance).

5. Candidates may not work in classrooms of immediate family members or have their fieldwork hours verified by immediate family members. Nor may candidates work in schools where an immediate family member is the principal or in districts where a member of their immediate family is a district administrator.

6. Candidate’s may not count hours spent substitute teaching or receive pay for any services during

the Applied Learning Experience.

7. Always carry your Daily Time Sheet into the field with you and remember to ask teachers to sign it at each visit. This provides verification of the assigned work and is submitted to the EKU Faculty Coordinator. At the end of each semester a lost time sheet will very likely require a student to make up lost hours.

8. Observe all school rules and maintain confidentiality about any personally identifiable

information you may become aware of during your fieldwork. Always behave in a professional manner.

9. Work with your EKU Faculty Coordinator to secure an appropriate classroom placement with a highly skilled teacher.

10. Verify completion of the required field work experience by turning in your Daily Time Sheets to your EKU

Faculty Coordinator, at the exit interview.

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Faculty Coordinator

Working cooperatively with EKU instructors, the EKU Faculty Coordinator’s role will be to facilitate the placement of candidates, monitor and verify their progress, and report the results of the Applied Learning Experience to the appropriate EKU instructor. Faculty coordinator will work with district officials to become knowledgeable of the highly skilled teachers in the cooperating school districts. Periodically document the candidate attendance at assigned school.

The Faculty Coordinator will:

1. Hold an applied learning orientation for all teacher candidates 2. Assist all candidates in securing an appropriate classroom placement with a highly- skilled

teacher for the Field Work Experience. 3. Visit with candidates in the field during the semester on a scheduled and/or unscheduled

basis. File Disposition Reports, if necessary, for any candidate whose behavior in the field brings into question their disposition for working with all children in a professional manner, and utilizing mature judgment.

4. Receive each candidate’s time sheets and authenticate the completion of required Field work experiences

5. Complete and submit the Final Time Sheet to the Office of Center for Career and Cooperative Education

6. Communicate with teacher supervisor to complete disposition 7. Give midterm grade 8. Give final grade

Teacher Supervisor Working cooperatively with the EKU Faculty Coordinator, Teacher Supervisors will coach and monitor the Candidate in the educational setting, verify the Candidate’s progress, and report any concerns to the EKU Faculty Coordinator.

The Teacher Supervisor will:

1. Orient the candidate to classroom: • Schedule (candidate’s and class) • Calendar (important dates etc.) • Professional philosophy • Routines, procedures • Professional attire, behavior • Supplies and materials

2. Familiarize the physical environment: • Building tour • Facilities (computer lab, gym, equipment etc.)

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3. Review Instruction: • Lesson plans • Student special needs • Model, discuss, reflect with candidate • Expect candidate to fully participate in classroom activity/instruction based on applied learning

level 4. Provide candidate evaluation:

• Fill out online teacher disposition form • Notify faculty of any concerns at any time

Scoring Guide for the Applied Learning Course

• Candidates receiving a grade of A in an Applied Learning Course will have demonstrated successful

completion of all course requirements including verified completion of 40 hours of applied learning

experience; will have demonstrated an exemplary level of professionalism and high quality work in

the conduct of their duties.

• Candidates receiving a grade of B in an Applied Learning Course will have demonstrated successful


experience; will have demonstrated a competent level of professionalism and quality work in the

conduct of their duties.

• Candidates receiving a grade of C in an Applied Learning Course will have demonstrated successful


experience; will have demonstrated an emerging level of professionalism and acceptable work in the

conduct of their duties.

• Candidates who have failed to demonstrate acceptable professionalism, or the completion of any

of the major course requirements and/or who have logged fewer than 40 hours may receive a

grade of F in EDF 349R.

Candidates who do not complete a Teacher Education Applied Learning Course with a C or higher must

repeat the course. Candidates who have earned a C or higher in the accompanying education course will

be assigned an Incomplete (I) until the Applied Learning Experience is completed successfully

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EKU MYiNTERFASE DATABASE

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EKU MYiNTERFASE DATABASE

Mylnterfase Instructions for Applied Learning students, Fall 2013:

Go to www.myinterfase.com/eku/student • If you have taken Applied Learning courses in this past fall, spring or summer semesters, you don’t

need to do anything. Your account has been set up. • If this is your first Applied Learning course, enter the following information on the Login screen:

o Username: enter the part of your EKU email address before the @ sign (example:john_doe22)

o Password: enter your EKU ID number o Click on the Login button

• Complete the information on the sections that follow. You must complete the fields marked with a red * asterisk. Click Save after completing each section. When finished, click Continue.

• Follow any remaining screen instructions and you have completed your Profile. If you

have any problems with these steps, please contact:

Nancy Long or Marquette McDaniels Center for Career & Co-op Whitlock 463 622-1296 [email protected] [email protected]

http://www.myinterfase.com/eku/student

mailto:[email protected]



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Recording your Time

It is the candidate’s responsibility to accurately record his/her time and obtain signatures from the supervising teacher. Candidates must sign-in at the school, always recording arrival and exit times. Schools should have an EKU Candidate sign-in sheet at the front office. If not, sign-in and out on the Visitor Sheet.

Use the Daily Time Sheet to keep up with your hours over the semester. Take this with you each time you visit your school or participate in any other independent professional development activity.

Summarize your completed applied learning hours on the Exit Time Sheet. Make sure that you include your Supervising Teachers name and email address, printed legibly.

At the completion of your applied learning hours, you will submit a copy of both the Exit Time Sheet and the Daily Time Sheet for review by your Applied Learning Faculty Coordinator, who will also sign the Exit Time Sheet. Keep a copy of this for your records! The original Exit Time Sheet will be submitted to the College of Education and Office of Teacher Education Services, Professional Lab Experiences.

Academic Integrity and Applied Learning

Falsifying Applied Learning Time or signatures is a serious violation of EKU’s Academic Integrity Policy and a critical dispositions concern that can result in a failing grade in the Applied Learning course and removal from the Teacher Education Program.

EKU PROFESSIONAL DISPOSITIONS (abridged):

1. Demonstrates professionalism, including attendance and punctuality. 2. Demonstrates a positive “can do” attitude, is accepting, inclusive and flexible and fair-minded. 3. Demonstrates effective oral communication skills. 4. Demonstrates effective written communication skills. 5. Exhibits an appreciation and value for diversity. 6. Is prepared to teach and/or learn, is capable of good professional judgment and quality work in a

timely manner. 7. Collaborates effectively with others while maintaining confidentiality. 8. Is a self-directed learner. 9. Exhibits the emotional intelligence to promote personal and educational goals. 10. Reflects on one’s own teaching and learning. 11. Focuses on individual student needs and exhibits a belief that ALL students can learn. 12. Demonstrates appropriate professional appearance.

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APPLIED LEARNING IN TEACHING COURSEWORK

EDF 103: INTRODUCTION TO EDUCATION

EKU’s Applied Learning Experience begins with the college’s first course - EDF 103: Introduction to Education. In this 1-hour, pass-fail course, EKU candidates learn about the broad field of teaching and learning and decide whether studying to become a professional educator is right for them.

The fieldwork for EDF 103 is restricted to 5-hours of simple observation with written reflections. As candidates proceed through higher courses in the Teacher Education Program they will be required to engage directly with students as their knowledge and skills increase. Candidates will receive training in confidentiality before fieldwork begins.

Consistent with 16 KAR 5:040, EDF 103 will provide candidates to EKU’s Teacher Education Program an applied learning experience (field work) that meets the major course requirement of observing instruction at all levels across elementary, middle school, and secondary grade levels.

Background

Kentucky’s Educational Professional Standards Board (EPSB) established ten Teacher Standards upon which all Kentucky teachers are evaluated. All first year teachers must demonstrate proficiency in each standard while completing their Kentucky Teacher Internship Program (KTIP). To become accustomed to observing these teacher standards in action, candidates are required to conduct 5-hours of classroom observation: 1- hour primary elementary, 1-hour intermediate elementary, 1-hour middle grades, 1-hour secondary grades, and 1-hour candidate choice as to grade level.

Verification

To verify those observations, candidates must complete an EDF 103 time sheet and return it to the EDF 103 course instructor following the deadline established in the course. The time sheet is available on the web at http://tes.eku.edu/applied- learning.

Kentucky Teacher Standard 7 challenges teachers to become reflective practitioners. Observation of teachers implementing the Standards is a necessary component of every quality teacher education program.

Assignment

Conduct five, 1-hour observations of a teacher (at the different levels) in a classroom or clinical setting. As you observe, look for activities that relate to the standards. For example, if you observe students working with iPads, you might reflect on the activity under Standard 6: Demonstrates Implementation of Technology. Using the following questions as a suggestion only, please describe what you observed and how it relates to good instruction. Use correct grammar and spelling. Be specific in your responses and use examples.

Standard 1: Knowledge of Content

• How was the content of the lesson connected to the life experiences of the students?

http://tes.eku.edu/applied-learning

http://tes.eku.edu/applied-learning

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• Give one example as to how the teacher addressed a student misconception of the lesson’s content.

Standard 2: Designs/Plans Instruction • What organizational preparations do you think that the instructor had to make in order to

teach this particular lesson?

Standard 3: Creates/Maintains Learning Climates • Teachers often give positive feedback to students in either verbal or nonverbal ways. In fact, the

ratio of positive to negative feedback should be at least 4 to 1. For example, a teacher may orally compliment a student for a good answer or simply smile.

• Describe the ways that the teacher gave positive feedback to the students.

Standard 4: Implements/Manages Instruction • Comment about some of the techniques and/or methods that the teacher used in order to

convey information to his or her students.

Standard 5: Assesses and Communicates Learning Results • What type of assessments were used to measure student understanding of the lesson, i.e.,

verbal questions, handouts, assignments, etc.?

Standard 6: Demonstrates Implementation of Technology • What use(s) of technology did you observe in the lesson? What evidence of technology was

present in the classroom?

Standard 7: Reflects and Evaluates Teaching/Learning • Based upon your observation of today’s lesson, would you consider teaching at this grade level?

Standard 8: Collaborates with Colleagues/Parents/Others

• Describe any evidence that the lesson was created or taught through collaboration with fellow colleagues/parents/others.

Standard 9: Engages in Professional Development

• How did today’s observation help you to develop as a future teacher?

Standard 10: Provides Leadership within the School

• Did you observe leadership behavior while you were visiting in the schools? If so, what behavior and from whom?

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Scoring Guide

All criteria must be met in order to receive credit for a complete assignment.

Score Criteria

1 The candidate wrote the answers using “college-level” writing. The candidate was able to describe clearly the activity observed, including examples. The candidate reflected in writing on what was observed.

0 Complete sentences were not used to answer the questions. The paper contained a number of grammatical and/or spelling errors and was not

illustrative of “college-level” writing. Answers were not specific and examples were not used.

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SCHOOLING AND SOCIETY

EDF 349Q – EDF 203/EDF 310

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SCHOOLING AND SOCIETY - EDF 349Q

Background

0.5 credit hour: Co-requisite requirement to EDF 203/EDF 310.

Beginning with EDF 203/310, candidates will enter a formal series of Applied Learning Experiences totaling 200 hours required over the course of the Teacher Education Program. Candidates must enroll in both the co-requisite course and the applied learning course in the same semester. Successful completion of the field work may well determine successful completion of the course, and vice versa.

The EDF 349Q fieldwork is completed in cooperation with the candidate’s EDF 203/310 instructor. The EKU Faculty Coordinator will verify completion of required activities and field hours. Selected activities completed during the EDF 349Q field work will be assessed for course credit in EDF 203/310. A schedule of due dates will be established by EDF 203/310 instructor to assist EKU Faculty Coordinators and candidates in the coordination of lessons and grading of assignments.

Consistent with 16 KAR 5:040, EDF 349Q will provide candidates to EKU’s Teacher Education Program an applied learning experience (field work) that meets the major course requirements including tutoring (EPSB indicator C), attendance at a School-based Decision-making (SBDM) Council meeting (EPSB indicator E), and the opportunity to assist teachers or other school professionals in performing the duties of an educator (EPSB indicator G). In addition, the Applied Learning Experience will document each candidate’s ability to demonstrate Creativity (Section 1: 4 [a] 3) and Collaboration (Section 1: 4 [a]4), also major course objectives. Through observation and fieldwork, candidates will acquire a fundamental understanding of the duties and activities of an educator. Kentucky Teacher Standards: I(1); III(9); V(1); VI(1,5).

Assignments

1. Background check from Verified Credentials (required for admission to EDF 203/310 and EDF 349Q) 2. Candidates will receive Confidentiality Training (conducted in EDF 203) 3. Candidates must acknowledge their understanding of their professional responsibilities by signing a

Confidentiality Waiver before fieldwork may begin. 4. Following completion of #1 - #3, the Applied Learning Experiences (fieldwork) may begin

5. Candidates will complete the Pre-service Candidate Disposition Assessment 6. In addition to any other requirements, candidates must verify all Applied Learning Experience hours

by maintaining a daily time sheet that details all fieldwork. Candidates are required to obtain a signature from each Teacher Supervisor (or other appropriate school- based personnel, such as a principal) for each entry listed on the time sheet. This will serve as verification for the EKU Faculty Coordinator that the candidate performed the required activity.

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Verification and Evaluation

The evaluation of candidate performance is based on the successful completion of required hours and specific assignments during fieldwork. The EKU Faculty Coordinator will verify candidate’s hours. The EDF 203/310 course instructor will evaluate assignments. Candidate dispositions will be monitored by the Teacher Supervisor, EKU Faculty Coordinator for EDF 349Q, and the EDF 203/310 instructor.

The demonstration of high quality professional dispositions will be used to distinguish the overall quality of a candidate’s performance in the Applied Learning Experience, and the grade received for the course.

The following activities establish minimum requirements for passing EDF 349Q:

• 40 hours of fieldwork • Successful completion of two Key Assessments (Required for admission to Teacher Education) • Reflection on Collaboration • Reflection on Creativity • Tutoring students • Attend at least one SBDM (School Council) meeting • Assisting the teacher in activities related to teaching • Ongoing demonstration of appropriate professional dispositions

Candidates who have failed to demonstrate acceptable professionalism, or the completion of any of the major course requirements and/or who have logged fewer than 40 hours will receive a grade of F in EDF 349Q.

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Key Assessments

Part 1 CREATIVITY

One of the most difficult things to assess - and perhaps teach - is creativity. Yet its importance to the 21st

American economy is hard to understate. As manufacturing and other labor-intensive jobs continue to move off shore, it seems clear that leadership in “creative capital” is America’s best destiny.

According to George Mason University Professor Richard Florida, in “The Future of the American Workforce in the Global Creative Economy,”…there has been a subtle shift in “the nature of global competition. ... where knowledge, innovation, and creativity are key. At the cutting edge of this shift is the creative sector of the economy: science and technology, art and design, culture and entertainment, and the knowledge- based professions.

The U.S. is at the forefront of this global creative economy. Over the next decade, it’s projected to add 10 million more creative sector jobs, according to the newest numbers from the Bureau of Labor Statistics. At the present rate of increase, creative jobs alone will soon eclipse the total number of jobs in all of manufacturing. ...

Such remarkable job growth goes far beyond technology and engineering. While the U.S. economy will add 950,000 computer jobs and another 195,000 in engineering, the biggest gains by far will be in health care and education, which will add more than 3.5 million.

This reality places a mandate on American educators to identify and nurture creativity in our students. But this may be more easily said than done. According to Amabile (1996) recognizing creativity often requires “appropriate observers” who are familiar with the domain in which the product was created. Perhaps it takes rocket scientist to identify creativity in rocket science. Perhaps it takes one very familiar with children to recognize creativity in students.

Teachers are always on the lookout for creativity in their students. Candidates to the EKU Teacher Education Program must demonstrate their ability to identify creativity in the classroom. According to Jackson and Messick (1965), this recognition might come is several forms:

• Surprise: the response to the unusualness of a product compared to others • Satisfaction: the response to the appropriateness of the product judged in the context of the work • Stimulation: the response to the transformation of the product, breaking away from the

constraints usually associated with the situation, and • Savoring: the response to condensation, the ability of the product to condense a great deal of

intellectual or emotional meaning in a concise and elegant way

http://www.cato-unbound.org/2006/06/04/richard-florida/the-future-of-the-american-workforce-in-the-global-creative-economy/



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The Key Assessment

In this assignment, candidates will write a 500-word (minimum) reflection on a “creative” episode observed by the candidate during the Applied Learning Experience (EDF 349Q). The reflection will have three sections:

Section1: The Observation Briefly describe the interaction that you observed in the classroom. What happened? What did the teacher do? How did the students respond?

Section2: Identifying Creativity Briefly describe how the episode you observed stimulated creativity in the students. What was creative about the episode you observed or the products the students produced?

Section3: Reflection on Creativity Relating to the episode you observed, briefly describe how you envision stimulating creativity in your own future classroom. What would you do the same as the teacher you observed, and why? What would you do differently, and why?

Key Assessment Rubric

Beginning (1) Emerging (2) Applying (3) Integrating (4)

The candidate has difficulty identifying creativity in the classroom and may not possess an understanding of the nature of creativity.

The candidate identifies some aspects of creativity in the classroom and demonstrates a partial understanding of the nature of creativity.

The candidate correctly identifies creativity in the classroom and demonstrates a basic understanding of why/how the episode is creative.

The candidate correctly identifies creativity in the classroom and demonstrates a complete understanding of why/how the episode is creative.

The assignment is incomplete, or not posted to TaskStream, and/or submitted to the instructor for evaluation.

Most elements of the assignment are present, posted to TaskStream, and submitted to the instructor for evaluation.

All elements of the assignment are present, posted to TaskStream, and submitted to the instructor for evaluation.

All elements of the assignment are present, posted to TaskStream, and submitted to the instructor for evaluation in a timely

The quality of the Candidate’s writing is not yet reflective of college-level writing. Numerous grammatical or usage errors require major revision.

The quality of the Candidate’s writing is not yet reflective of college-level writing. Several grammatical or usage errors require revision.

The quality of the Candidate’s writing is generally reflective of college-level writing with few grammatical or usage errors – no revisions needed.

The quality of the Candidate’s writing is fully reflective of college-level writing with no grammatical or usage errors – no revisions needed.

Reference: Robert Rotenberg (2005), The Art and Craft of College Teaching: A Guide of New Professors and Graduate Students. Walnut Creek, CA: Left Coast Press.

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Key Assessment

Part 2

COLLABORATION

To be posted in TaskStream

There was once a time when teachers could go into their classrooms, close the door, and undertake the solitary work of teaching. But those days are gone. In today’s high-stakes environment it is crucial that teachers work together to meet the various needs of each and every student.

Further, it is clear that collaboration among teachers greatly increases job satisfaction and lowers teacher turnover as a result (Guarino, 2006). Teachers were found to be happiest when they “believed in their own efficacy, were involved in decision making, and established strong collegial relationships” (Futernick, 2007). And while the research is still tentative, Goddard’s 2007 study of 452 teachers in 47 elementary schools found “a positive relationship between teacher collaboration and differences among schools in mathematics and reading achievement.”

But beyond our own job satisfaction, teachers must teach their students to collaborate in preparation for the work world they will enter. Leadership theorist Warren Bennis sees it this way…

"In a society as complex and technologically sophisticated as ours, the most urgent projects require the coordinated contributions of many talented people. Whether the task is building a global business or discovering the mysteries of the human brain, one person can't hope to accomplish it, however gifted or energetic he or she may be. There are simply too many problems to be identified and solved, too many connections to be made. And yet, even as we make the case for collaboration, we resist the idea of collective creativity. Our mythology refuses to catch up with our reality. We cling to the myth of the Lone Ranger, the romantic idea that great things are usually accomplished by a larger- than-life individual working alone. Despite the evidence to the contrary, we still tend to think of achievement in terms of the Great Man or Great Woman, instead of the Great Group.

"But in a global society, in which timely information is the most important commodity, collaboration is not simply desirable, it is inevitable. In all but the rarest cases, one is too small a number to produce greatness. A recent study of senior executives of international firms published by Korn-Ferry, the world's largest executive search firm, and The Economist resoundingly confirms the thesis that tomorrow's organizations will be managed by teams of leaders. Asked who will have the most influence on their global organizations in the next ten years, 61 percent responded 'teams of leaders'; 14 percent said 'one leader.' That does not mean, however, that we no longer need leaders. Instead, we have to recognize a new paradigm: not great leaders alone, but great leaders who exist in a fertile relationship with a Great Group. In these creative alliances, the leader and the team are able to achieve something together that neither could achieve alone. The leader finds greatness in the group. And he or she helps the members find it in themselves."Without specifically saying so, it‟s as if Bennis envisioned EKU‟s Master’s Program which focuses on teacher leadership.

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The Key Assessment

In this assignment, candidates will write a 500-word (minimum) reflection on an episode of collaboration observed by the candidate during the Applied Learning Experience (EDF 349Q).

The reflection will have three sections:

Section 1: The Observation

Briefly describe the collaborative interaction that you observed in the classroom. What happened? What did the teacher do to promote collaboration? How did the students respond?

Section 2: Identifying Collaboration

Briefly describe how the episode you observed stimulated collaboration among the students. What was collaborative about the episode you observed?

Section 3: Reflection on Collaboration

Relating to the episode you observed, briefly describe how you envision stimulating collaboration among your own future students. What would you do the same as the teacher you observed, and why? What would you do differently, and why?

By approximately Week 12 of the semester (a specific date will be provided by your instructor) the reflection must be posted to your TaskStream Evaluation Portfolio and submitted to your instructor for evaluation.

References:

Futernick, K. (2007). A possible dream: Retaining California teachers so all students learn. Sacramento: California State University. www.calstate.edu/teacherquality/documents/possible_dream.pdf.

Goddard, Y. L., Goddard, R. D., Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4), 877-896.

Guarino, C. M., Santibanez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173-208.

www.aera.net/uploadedFiles/Publications/Journals/Review_of_Educational_Research/7602/04_ RER_Guarino.pdf. Warren Bennis and Patricia Ward Biederman (1997) Organizing Genius: The Secrets of Creative Collaboration. New York:Basic Books.

http://www.calstate.edu/teacherquality/documents/possible_dream.pdf

http://www.aera.net/uploadedFiles/Publications/Journals/Review_of_Educational_Research/7602/04_RER_Guarino.pdf



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Key Assessment Rubric

Beginning (1) Emerging (2) Applying (3) Integrating (4) The candidate has difficulty identifying collaboration in the classroom and may not possess an understanding of the nature of collaboration.

The candidate identifies some aspects of collaboration in the classroom and demonstrates a partial understanding of the nature of collaboration.

The candidate correctly identifies collaboration in the classroom and demonstrates a basic understanding of why/how the episode is collaborative.

The candidate correctly identifies collaboration in the classroom and demonstrates a complete understanding of why/how the episode is collaborative.

The assignment is incomplete, or not posted to TaskStream, and/or submitted to the instructor for evaluation.

Most elements of the assignment are present, posted to TaskStream, and submitted to the instructor for evaluation.

All elements of the assignment are present, posted to TaskStream, and submitted to the instructor for evaluation.

All elements of the assignment are present, posted to TaskStream, and submitted to the instructor for evaluation in a timely manner.

The quality of the candidate’s writing is not yet reflective of college-level writing. Numerous grammatical or usage errors require major revision.

The quality of the candidate’s writing is not yet reflective of college-level writing. Several grammatical or usage errors require revision.

The quality of the candidate’s writing is generally reflective of college- level writing with few grammatical or usage errors – no revisions needed.

The quality of the candidate’s writing is fully reflective of college-level writing with no grammatical or usage errors – no revisions needed.

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DEVELOPMENT AND LEARNING

EDF 349 R OR CDF 349 R

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DEVELOPMENT AND LEARNING EDF 349R or CDF 349R

Background

0.5 credit hour: Co-requisite requirement to EDF 319 or CDF 399.

The purpose of the applied learning field experience is to provide candidates with an opportunity to combine their theoretical studies learned in EDF 319 or CDF 399 with practical application in a work environment. Successful candidates will receive .5 course credits for 40 hours. These 40 hours will count toward the 200 total hours required of field experiences in your Teacher Education Program.

EDF 349R is a supervised applied learning experience that provides candidates with opportunities to tutor, observe and interact with classroom instruction, assist teacher with various tasks, attend and participate in professional collaboration and communication with parents and families. In addition, candidates have the opportunity to assist with classroom and behavior management. This work is done under the supervision of a Teacher Supervisor who works with the candidate and the EKU Faculty Coordinator. Assignments will be assigned, explained, submitted and evaluated within EDF 319 or CDF 399 by the instructor. Hours of participation will be verified through EDF 349R.

Assignments

Consistent with EPSB regulations (16 KAR 5:040) EDF 349R will provide candidates with the following experiences:

• Observation and participation with individual students and groups of students that include diverse learners. (Diversity includes race, gender, ethnicity, learning characteristics)

• Assist teachers and other school professionals • Participate in interactions with families of students (PTA, Family Night at practicum site,

parent/student conferences, ARC meetings, etc.) • Identify related agencies including but not limited to family resource centers or youth

service centers • Tutor individual students and lead small group, teacher prepared lessons • Foster relationships with parents and family to support student learning and well-being.


Candidate attendance and participation in EDF 349R is evaluated using the EKU Applied Learning Evaluation System. The EDF 319 or CDF 399 instructor will evaluate specific assignments completed during the applied learning experience.

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ASSIGNMENTS FOR EDF 349R CANDIDATES

EDF 349R Assignment #1

Opportunities to assist teachers or other school professionals. (g)

Tutor a student for minimum of five hours

Candidate is required to participate in an active role in a minimum of three of the following events:

1. Lead small group &/or teacher prepared lessons, 2. Monitor classroom routines, 3. Observe &/or assist with assessment and instruction, 4. Observe professional collaboration, 5. Observe communication with parents and families 6. Assist teacher in teaching lessons 7. Teach mini lesson under the direction of the teacher supervisor

Participate in a service learning project or activity involving parents and families Perform other supervised “teacher tasks” Complete additional PD/clinical experiences

Candidate is strongly encouraged to assist the teacher supervisor at all times to gain valuable experiences. Teacher Supervisor is responsible for providing opportunities in class for candidate to complete assignment and monitor his/her progress.

EKU Faculty Coordinator is responsible for monitoring ongoing progress.

Please use the assignment #1 activity log on the following page to document completion of assignment.

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EDF 319/EDF 349R Activity Log for Assignment #1

CANDIDATE NAME: _

Candidate is required to participate in an active role in a minimum of three activities to assist teachers or other school professionals. (make additional copies as necessary)

Classroom Activity

Your Role

Time Spent

Reflection

Example Students completing math seat

work.

Circulate giving help. Assist ELL student by reading instructions.

About 15 minutes/day

for 6 days.

I learned more about how to get students

started on assignments and letting them be more independent.

Complete the chart above to document ways you assisted the teacher in the classroom

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Student Tutoring (c)

Candidate is required to tutor a student for a minimum of five hours. At the completion of the five hours, write a reflective piece identifying the cognitive level (Piaget), psychosocial (Erikson), and physical development of the student.

The reflective writing piece should include a brief discussion in well-developed paragraphs addressing the following areas:

A. Identify cognitive level of development and evidence observed to support B. Describe psychosocial development and evidence observed to support C. Describe physical development and evidence observed to support

Candidate is responsible for:

1. submitting the reflective writing piece to the EDF 319 instructor 2. completing tutor verification log

Teacher Supervisor is responsible for identifying a student for the candidate to tutor and monitor candidate’s performance.

EKU Faculty Coordinator is responsible for monitoring candidate’s progress and performance.

EDF 319 instructor is responsible for collecting and assessing reflective writing to determine candidate’s learning and ability to apply theory to practice.

Use the following page and complete the verification form for tutoring student. You may make additional copies as needed.

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EDF 319/EDF 349R Assignment #2 Student Tutoring Log

CANDIDATE NAME: _

Student’s pseudo name: (Please do NOT use student’s real name)

Grade:

Demographic info available:

(Diversity, gifted, special education, ELL, etc.)

Date Time Topics Covered/Reflection Example 9/6/12

30 min. Study for social studies quiz on states and capitals. Used YouTube video with song and Study Blue to make flashcards on student’s IPhone.

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Interaction with families of students (d)

Candidate is required to have an active role in a minimum of two of the following events and actively participate when appropriate.

1. PTA meeting

2. ARC meeting with parent

3. Open house

4. Book fair or book drive

5. Family resource center family education/training session

6. Supervisory role (chaperone, bus duty, etc.)

7. Any event identified by the cooperating teacher in which candidate is engaged with families

Candidate will write a one-page summary and reflection that describes the interaction with families of students. Discuss specific activities. What insight did you gain from this interaction? How could interaction with families impact school success? Include other worthy comments/observations.

Candidate is responsible for:

1. Submitting reflective writing piece to the EDF 319 instructor (date to be determined by professor)

2. Completing assessment #3 participation checklist to share with the EKU faculty coordinator

Teacher Supervisor is responsible for assisting in identifying activities for candidate to participate and monitoring candidate’s activities.

EKU Faculty Coordinator is responsible for viewing the checklist and discussing candidate’s progress.

EDF 319 instructor is responsible for collecting and assessing reflective writing to determine candidate’s learning and ability to apply theory to practice.

Please use the following page to log your activity for assignment #3

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EDF 319/EDF 349R Activity Log for Assignment #3

CANDIDATE NAME: _

Interaction with families of students: Candidate is required to have an active role in a minimum of two of the following events and actively participate when appropriate.

Event

Your Role

Time Spent

Reflection

Example. Book fair

Assisted parents and

children in the selection and purchase of books

2 hours

I watched parents interacting with students in my class. The children behaved completely different when in the presence of their parents. It was very interesting to watch.

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Observation in schools and related agencies, including but not limited to Family Resource Center or Youth Services Centers (b)

Candidate may choose one of the following to participate:

Candidate will participate in one of the following:

1. Service learning projects

2. Community service activity

3. Family resource activity

4. Event designed for family education and training

5. After school program

6. Other: identified by the cooperating teacher in which candidate is engaged in a community related event

Write a one page summary and reflection that describes your interaction with the agency/community. Put all pertinent information and describe services the agency provides. What is the relationship between the agency and the school? How do the services benefit students?

Candidate is responsible for

1. Submitting reflective writing piece to the EDF 319 instructor (date determined by instructor)

2. Completing assignment #4 activity log to share with the faculty coordinator

Teacher Supervisor is responsible for assisting and informing candidate of appropriate opportunities to meet this requirement.

Please use the form on the following page to document your activities.

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EDF 349R Activity Log for Assignment #4

CANDIDATE NAME: _

Observation in schools and related agencies, including but not limited to Family Resource Center or Youth Services Centers

Agency/Event

Your Role

Time Spent

Reflection

Example.

PTA meeting

Organized and

distributed materials.

1.5 hours

I learned there‟s a lot of preparation involved in planning to meet with

students‟ families.

Please Note: Assignments #3 and #4 have several options/activities that are duplicated. Candidate is not permitted to count one activity in both assignments. However, if you attend a Family Resource Education/Training Session for assignment #3, candidate may attend an additional session for assignment #4.

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A. Questioning and Communicating Techniques Observation and Reflection

As you observe the teacher supervisor, look for questioning and communicating techniques he/she employs. Watch for student reactions and responses. Identify effective questioning and communicating techniques. Write a one to two page summary and reflection of your observations.

Candidate is responsible for completing the observation form for assignment #5 and writing a summary/reflective piece to turn in to the EDF 319 instructor.

Teacher Supervisor is responsible for providing opportunities for the candidate to observe his/her teaching.

Faculty Coordinator is responsible for discussing candidate’s progress.

Please use the form below to document your observations. For questioning and communicating techniques use the following instrument to record your observations in EDF 349R . Write a reflective piece to address the techniques observed.

Questioning Techniques Observed

Identify effective questioning techniques observed. Effective questioning may occur before, during and after instruction so observe carefully.

Allows think/wait time

Respects student responses

Handles incorrect responses

Encourages participation

Establishes non-critical classroom environment

Promotes active listening

Varies types/level of questions

Guides thinking

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Summarizes information

Encourages higher level of thinking

Communicating techniques Observe and record verbal and nonverbal communication. Again, observe carefully.

Body language

Gestures

Tone, stress and inflection

Eye contact

Facial expression

Uses various communication tools (audio/visual aids, text and digital resources, Internet and other computer based tools

B. Assessment and Evaluation Strategies

Candidate will identify types of assessments observed.

Candidate is responsible for completing the observation form for assignment #6 and writing a summary/reflective piece to turn in to the EDF 319 instructor.

Teacher Supervisor is responsible for providing opportunities for the candidate to observe his/her teaching/assessments.

Faculty Coordinator is responsible for discussing candidate’s progress.

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Please use the form below to document your observations.

Types of Assessments Observed

Identify the type according to the following categories and explain: formal, informal, formative and summative

Ex1: End of Unit Test Ex2: Questioning Ex3: Observations

Summative = teacher is evaluating what students have learned about the unit content Formative – teacher is checking for students’ misconceptions Informal –teacher is assessing to determine if more instruction is needed

Use your observations of questioning and communicating techniques and assessments to write a reflective piece.

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ELE 490/EMG 430/ ESE 490 AL Reflection

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EKU APPLIED LEARNING IN TEACHER EDUCATION

EMS 349 Q

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EKU Applied Learning in Teacher Education

EMS 349Q

EDF413: Assessment in Education

Background

(0.5 credit hours, 40 contact hours)

The EMS 349Q Applied Learning course is usually completed first semester of the junior year and focuses on Educational Assessment. This Applied Learning experience will involve observing classroom and professional activities directly related to the creation, implementation, and utility of classroom assessments (formative and/or summative), grading, and the Kentucky State Assessment System. Over the course of the semester, candidates will write two reflections regarding educational assessment. The culmination of coursework during the semester is the application of assessment theory to develop, evaluate, and use assessment instruments and data to inform educational decisions regarding student achievement.

Guided Experiences: Consistent with the EPSB regulations (16 KAR 5:040), EMS 349Q will provide candidates with the following experiences:

Required

1. Observe in schools and related agencies including but not limited to: Family Resource Centers or

Youth Service Centers, 2. Participate in a school-based professional learning community, and 3. Assist teachers or other school professionals.

Allowed

1. Engage with diverse populations of students, which include (1) Students from a minimum of two different ethnic or cultural groups of which the candidate would not be considered a member; (2) Students from different socioeconomic groups; (3) English language learners; (4) Students with disabilities,

2. Tutor student(s), 3. Interact with families of students, and/or 4. Attend school board and school-based council meetings.

The candidate is required to actively participate in the following:

1. Observe, monitor, and/or assist the teacher/educational professional with activities related to instruction and corresponding formative/summative assessment and grading.

2. Observe, monitor, and/or assist the teacher/educational professional with activities related to the Kentucky State Assessment System.

3. Other (as identified by teacher supervisor).

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Assignment - 1 Formative/Summative Assessment and Grading Analysis

The purpose of the Formative/Summative Assessment and Grading Analysis is to cognitively negotiate the connections between assessments used for student learning (formative), of student learning (summative), grading, and the corresponding utility of the resulting educational data.

Observation Component

Each candidate will, under the supervision of his or her instructor, observe, monitor, and/or assist the teacher/educational professional with activities directly related to the creation, implementation, grading, and utility of classroom assessments (formative and/or summative). Representative examples of activities that meet the criteria for this assignment include but are not limited to the observing, monitoring, and/or assisting with the following:

• Designing, using, and/or grading formative assessments (e.g., BellRinger Activities, Exit Slips,

Confidence Questionnaires, Oral Communication). • Designing, using, and/or grading summative assessments (e.g. Selected Response: T/F items,

Matching Exercises, & Multiple-Choice items; Written Response: Essay Prompts, Research Papers, Journals/Logs; Performance Assessments: Lab Experiments, Portfolios, Culminating Projects, Oral Presentations, Artistic Piece).

• Application of tools/systems to track, grade, and record student achievement (e.g., Answer Keys, Rubrics, Infinite Campus, Electronic Grading Systems).

Reflection Component

Each candidate will complete a written analysis of the observed formative and summative assessments, the grading tools, and how the teacher used the educational data in the classroom setting. The written analysis will include the following components:

Components Description

Introduction: Describe the classroom setting to include grade level, number of students, content area(s), and specific topic under current study. (3-5 sentences)

Formative Assessments: Describe the formative assessments to include name/type, how/when used, and purpose.

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(3-5 sentences) Summative Assessments: Describe the summative assessments to include name/type, how/when used, and purpose. (3-5 sentences)

Grading Tools/Systems: Describe the tools/systems used by the teacher to track, grade, and record student achievement including when/how each is used and the applicable grading scale. (3-5 sentences)

Use of Educational Data: Describe how the teacher uses data from formative and summative assessments to monitor student achievement, inform/change instruction, and/or make educational decisions. (3-5 sentences)

Closing: Describe assessment (formative, summative, and grading) practices that you will use in your own classroom AND how you will the resulting data to monitor student achievement, inform/change instruction, and/or make educational decisions. (3-5 sentences)

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Assignment - 2 Kentucky State Assessment System Analysis

The purpose of the Kentucky State Assessment System Analysis is to cognitively negotiate the connections between the assessment system/procedures, student achievement data, and the corresponding utility of the resulting educational data.

Observation Component

Each candidate will, under the supervision of his or her instructor, observe, monitor, and/or assist the teacher/educational professional with activities directly or indirectly related to the Kentucky State Assessment System. Representative examples of activities that meet the criteria for this assignment include but are not limited to the observing, monitoring, and/or assisting with the following:

• Training, supporting, assisting, and/or delivering of state assessment systems or program review

to include any specific procedures, documentation, and/or accountability systems in place to ensure test security (i.e., test preparations, delivering/reviewing parallel test items, released items, etc.).

• Professional learning community meetings planning for the delivery of state assessments and/or discussing/utilizing educational data received from state assessment system or program review including but not limited to:

o Data analysis, school board/district periodic assessments (monthly checks, MAP Testing, ThinkLink, etc.).

• Educational data management related to state assessment system and/or program review preparation/analysis (e.g., reports, database management, documentation).

Reflection Component Each candidate will complete a written analysis of the observed activities related to the Kentucky State Assessment System. The written analysis will include the following components:

Components Description Introduction: Describe your certification area(s) and the state assessment tests that your students will take to include the name of the test(s), how and when it will be administered, and the target achievement scores for the test(s). *IF your certification area does not have a state assessment test, describe

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the process utilized to monitor student achievement over time for that content area (i.e., program review). (3-5 sentences)

State Assessment Activities: Describe the activities observed to include setting, participants, purpose, specific procedures followed, and/or how the activities related to the state assessment system or program review. (3-5 sentences)

Use of Educational Data: Describe how data from the state assessment(s) or program review are used to monitor student achievement over time, inform/change instruction, and/or make educational decisions. (3-5 sentences)

Closing: Describe how your observations will impact your own instructional practices AND how you will use the resulting data to monitor student achievement over time, inform/change instruction, and/or make educational decisions. (3-5 sentences)

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TEACHER EDUCATION APPLIED LEARNING TIME SHEET

Candidate’s Name: EKU ID #: Major:

Email Address: Phone: COURSE: EDF 413

Applied Learning Course: EMS 349Q

School Name: Phone:

School Address:

Teacher Supervisor’s Signature Date:

Candidate’s Signature Date:

EKU Faculty Coordinator’s Signature Date:

CHECK BOXES THAT ARE APPLICABLE TO THIS APPLIED LEARNING EXPERIENCE

A. Engagement with diverse populations of students which include:

YES NO 1. Students from a minimum of two different ethnic or cultural groups of which the candidate would not be considered a member

YES NO 2. Students from different socioeconomic groups

YES NO 3. English language learners

YES NO 4. Students with disabilities

Early Childhood Elementary Middle School High School

5. Students from across elementary, middle school, and secondary grade levels

Note: If you are completing experiences at more than one level, complete a separate time sheet for each level.

START DATE

END DATE

HOURS COMPLETED

ASSIGNMENT

B. Observation in schools and related agencies, including but not limited to: Family Resource Centers or Youth Service Centers

Required Assignment 1 and/or 2

C. Student Tutoring Not applicable

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D. Interaction with families of students Not applicable

E. Attendance at school board and school-based council meetings

Not applicable

F. Participation in a school-based professional learning community


G. Opportunities to assist teachers or other school professionals


TOTAL HOURS

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EKU APPLIED LEARNING IN TEACHING PROGRAM

EMS 349 R

ELE 490/EMG 430/ESE 490

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EKU Applied Learning in Teaching Program

EMS 349R

ELE 490 / EMG 430 / ESE 490

Background (.5 credit hours, 40 contact hours)

The EMS 349R Applied Learning course is usually completed second semester of the Junior year and focuses on Classroom Management and working with diverse learners. This Applied Learning experience will involve observing classroom management strategies within individual classrooms as well as becoming familiar with school-wide approaches. Over the course of the semester, candidates will write four reflections regarding teacher management of student behavior. The culmination of coursework during this semester is the development of an independent classroom management philosophy and plan and writing the Diverse School Contextual Analysis paper.

Also during this semester, each candidate is required to complete at least four (4) hours of observations in a school with a highly diverse population. The course instructor will assist the candidate in identifying and coordinating appropriate school sites. After this experience, the candidate will complete the Diverse School Contextual Analysis as required by the ELE 490 / EMG 430 or ESE 490 instructor.

Guided Experiences: Consistent with EPSB regulations (16 KAR 5:040), EMS 349R will provide candidates with the following experiences:

A. Engagement with diverse populations of students which include (1) Students from a minimum of two

different ethnic or cultural groups of which the candidate would not be considered a member; (2) students from different socioeconomic groups; (3) English language learners; (4) Students with disabilities (minimum of four hours required)

B. Observation in schools and related agencies, including but not limited to: Family Resource Centers or Youth Service Centers (required)

C. Student tutoring (optional) D. Observations and/or Interaction with families of students (optional) E. Attendance at school board and school-based council meetings (optional) F.

Participation in a school-based professional learning community (optional) G. Opportunities to assist teachers or other school professionals (required)

The Candidate may participate in an active role in the following:

I. Observe, monitor and assist the teacher with classroom routines (management of transitions, hall

duty, bus duty, collection of student work, etc.) II. Assist and/or observe with assessment and instruction

III. Discuss classroom management and student behavior in depth, IV. Assist and/or observe communication with parents and families V. Assist teacher in teaching lessons VI. Teach at least one mini lesson

VII. Other (identified by teacher supervisor)

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Assignment I

Diverse School Contextual Analysis

The purpose of the Diverse School Contextual Analysis is to observe students and teachers in a school with a very diverse student population. Each candidate will, under the supervision of their instructor, spend a minimum of four hours observing different classrooms and students. In addition, each candidate will analyze school data (student demographics, test scores, teacher characteristics, etc.) available on the public websites (KDE, school / district). The candidate will then write a paper that analyzes and synthesizes the school information and makes inferences and recommendations about best practices relative to highly diverse schools.

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Assignment 2

Classroom Management Reflections

ELE 490 / EMG 430 / ESE 490 Applied Learning Reflections

Each candidate will complete a classroom management observation reflection as directed by the course instructor. This reflection will require the candidate to review the school handbook, observe and note classroom procedures and routines, and analyze student behaviors. The reflection willfocus on the following areas: creating a positive classroom environment, school and classroom rules, individual student behavior incidents, and student attention.

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EDUCATIONAL ASSESSMENT

Coordination of Applied Learning SED 349Q with SED 375

SED 349Q Applied Learning I-Educational Assessment

(Special Education LBD and DHH Majors Only)

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EDUCATIONAL ASSESSMENT

Coordination of Applied Learning SED 349Q with SED 375

SED 349Q Applied Learning I-Educational Assessment

(Special Education LBD and DHH Majors Only)

Background (.5 credit hour, 40 contact hours)

SED 349Q was created to meet the Applied Learning Experience requirements for candidates enrolled in the Professional Education Program at Eastern Kentucky University. Successful candidates will receive .5 course credits for 40 of the 80+ field experience hours that you will complete during your practicum coursework (SED 375). These 40 hours will count toward the 200 total hours required of field experiences in your Teacher Education Program. Remember, as a student in a Special Education program, you will complete far more than the 200 hours of field experience required by the Kentucky Education Professional Standards Board. You will be well-prepared for what lies ahead as a teacher.

Consistent with EPSB regulations (16 KAR 5:040) SED 349Q will provide candidates with the following experiences:

*Observation and participation with individual students and groups of students that include diverse learners. (Diversity includes race, gender, ethnicity, learning characteristics)

*Assist with and use formative and summative assessments to determine learning goals and to measure student progress toward learning goals

*Observe Professional Learning Communities that may be occurring in the practicum site and/or team planning

*Assist teachers and other school personnel

*Participate in interactions with families of students (PTA, Family Night at practicum site, parent/student conferences, ARC meetings, etc.)

*Up to 8 hours of PD/clinical

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Assignments

SED 375, Practicum in Special Education, is a supervised practicum that provides candidates with opportunities to do educational and developmental assessments; plan and teach lessons in individual, small group and whole class settings; and to observe and participate in the implementation and monitoring of IEPs and IFSPs. In addition, candidates have the opportunity to assist with classroom and behavior management. This work is done under the supervision of a Teacher/Field Experience Supervisor who works with the candidate and the EKU faculty Coordinator for SED 375. Practicum projects and assignments will be assigned, explained, submitted and evaluated within SED 375. Practicum projects and assignments will be implemented in the SED 375 practicum placement with the assistance of the Teacher/Field Experience Supervisor. Hours of participation will be verified through SED 349Q.

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Coordination of Applied Learning SED 349Q with SED 352 (IECE) SED 349Q/IECE

Applied Learning I-Educational Assessment

(Special Education IECE Majors Only)

Background SED 349Q was created to meet the Applied Learning Experience requirements for candidates enrolled in the Professional Education Program at Eastern Kentucky University. Successful candidates will receive .5 course credits for 40 field experience that you will complete in SED 352 (Early Childhood Assessment). These 40 hours will count toward the 200 total hours required of field experiences in your Teacher Education Program. Remember, as a student in a Special Education program, you will complete far more than the 200 hours of field experience required by the Kentucky Education Professional Standards Board. You will be well-prepared for what lies ahead as a teacher.

Consistent with EPSB regulations (16 KAR 5:040) SED 349Q will provide candidates with the following experiences:


*Assist with and use formative and summative assessments to determine learning goals and to measure student progress toward learning goals

*Observe Professional Learning Communities that may be occurring in the field experience site and/or team planning

*Assist teachers and other professionals in the field experience site.

*Participate in interactions with families (Family Night, parent conferences, ARC meetings, etc.)

*Up to 8 hours of Professional Development activities/clinical experiences

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Assignments SED 352, Special Education Early Childhood Assessment, is a course that provides candidates with opportunities to use formal and informal procedures for screening and assessing young children (birth through age 5 years) with disabilities or at-risk conditions in physical, communication, cognitive, psychosocial and self-help areas. This work is done under the supervision of a Teacher/Field Experience Supervisor who works with the candidate and the EKU faculty coordinator for SED 352. Projects will be assigned, explained, submitted and evaluated within SED 352. Projects and assignments will be implemented in the SED 352 practicum placement with the assistance of the Teacher/Field Experience Supervisor. Hours of participation will be verified through SED 349Q.

Coordination of Applied Learning SED 349R with SED 436

SED 349R Applied Learning—Educational Curriculum IECE

Background

SED 349R was created to meet the Applied Learning Experience requirements for candidates enrolled in the Professional Education Program at Eastern Kentucky University. Successful candidates will receive .5 course credits for the 40 field experience hours that you will complete in SED 436. These 40 hours will count toward the 200 total hours required of field experiences in your Teacher Education Program. Remember, as a student in a Special Education program, you will complete far more than 200 hours of field experience required by the Kentucky Education Professional Standards Board. You will be well- prepared for what lies ahead as a teacher.

Consistent with EPSB regulations (16 KAR 5:040) SED 349R will provide candidates with the following:


*Develop a Classroom Management Plan or a Behavior Management Plan for single subject assignments (early intervention home settings, for example)

*Observe Professional Learning Communities that may be occurring in the field experience site and/or team planning

*Assist teachers and other program personnel

*Plan and implement lessons for small groups or single subjects in appropriate educational settings. Co-teach.

*Participate in interactions with families (Family Night at field experience site, parent/student conferences, ARC meetings, etc.)

*Up to 8 hours of Professional Development/clinical experience

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Assignments

SED 436, Early Childhood Intervention Programming, is a course that provides candidates with information about developmental, family-focused intervention methods, materials, and programs for young children Birth to 5 years who are at risk for or who have disabilities. Curriculum design across physical, communication, cognitive, psychosocial, and self-help areas are the targeted areas. In addition, candidates learn how to plan, implement, and monitor IEPs and IFSPs.

Course projects will be assigned, explained, submitted and evaluated within SED 436. Course projects and assignments will be implemented in the SED 436 setting with the assistance of the Teacher/Field Experience Supervisor. Hours of participation will be verified through SED 349R.

Coordination of Applied Learning SED 349T with SED 375

SED 349T Applied Learning -Educational Assessment (Special Education IECE Majors Only)

Background

SED 349T was created to meet the Applied Learning Experience requirements for candidates enrolled in the Professional Education Program at Eastern Kentucky University. Successful candidates will receive 1 course credit for 80 field experience hours that you will complete during your practicum coursework (SED 375).These 80 hours will count toward the 200 total hours required of field experiences in your Teacher Education Program. Remember, as a student in a Special Education program, you will complete far more than 200 hours of field experience required by the Kentucky Education Professional Standards Board. You will be well-prepared for what lies ahead as a teacher.

Consistent with EPSB regulations (16 KAR 5:040) SED 349T will provide candidates with the following:


*Co-teach, collaborate and assess

*Observe Professional Learning Communities that may be occurring in the practicum site and/or team planning

*Assist teachers and other school personnel

*Plan and implement lessons for small groups or single subjects in appropriate educational settings.

*Participate in interactions with families

*Up to 8 hours of Professional Development/clinical experience

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Assignments

SED 375, Supervised Practicum, is a supervised practicum that provides candidates with opportunities to complete educational and developmental assessments; plan and teach lessons in individual, small group and whole class settings; and to observe and participate in the implementation and monitoring of IEPs and IFSPs. Course projects will be assigned, explained, submitted and evaluated within SED 375. Course projects and assignments will be implemented in the SED 375 setting with the assistance of the Teacher/Field Experience Supervisor. Hours of participation will be verified through SED 349T.

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METHODS AND TEACHING

ELE 349, EMG 349, ESE 349, SED 349T,

OR CDF 349

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METHODS AND TEACHING

ELE 349, EMG 349, ESE 349, SED 349T, OR CDF 349

To be added Fall 2013

Background

Assignments


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