Instructor Dr Leah Whitten Semester Fall 2013 Office -Books Pdf

Instructor Dr Leah Whitten Semester Fall 2013 Office
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NOTE This course is a midpoint course for assessment components within the University of North Alabama Teacher. Education Program assessment and documentation requirements Due to the nature of this course and the. requirements necessary for documentation of Alabama Quality Teacher Standards in LiveText etc supplemental. resource or documentation materials may be added as supporting documents to this syllabus in order to facilitate. NCATE SACS or Alabama Department of Education requirements. The student will be able to demonstrate knowledge of and ability to. Alabama Professional Education Personnel Evaluation Competencies. 2 1 Orients Student to the Lesson,2 4 Provides Practice and Summarization. 3 3 Provides Feedback about Student Performance,4 1 Manages Class Time. 4 2 Manages Student Behavior,5 1 Involves Students in Interaction. 5 3 Expresses Positive Affective Minimizes Negative Affect. 6 2 Writes Clearly Correctly and Coherently,7 1 Improves Professional Knowledge and Skills. Course Topics,Cognitive and Language Development,Learning Theories.
Personal Social and Emotional Development,Building Motivation. Classroom Instructional Management,Principles of Instruction and Assessment. Projects Course Requirements Assessments, 1 Academic Curriculum Discipline Teaching Profile Angel Submission. This assessment artifact Teacher Interview Discussion Analysis and Literacy in the Content. Areas will require an exploration into your chosen content area You will be able to clearly define. how students cognitive processes are particular to this content area For example if your content are is. science you will clearly describe the structure of the academic discipline related to science the. instructional strategies best suited for facilitating transfer of learning in your discipline and of the. important facts and central concepts principles theories and tools of inquiry associated with your. academic discipline This profile will contain, Interview transcripts and analysis to be completed with a teacher who is currently teaching in. your academic discipline and at the grade level you are preparing to teach. Lesson Plan for Shadowing,Shadowing Analysis Reflection.
Cooperating teacher s written feedback or notes, Documentation of Research into professional organization related to academic discipline. Observation documents, 2 Cultural Autobiography and Literacy Landscape W LiveText Submission. Section I Cultural Autobiography Overview, Write a cohesive description of your historical and cultural background and how you think they. influence your communication and how this background will surface in your future classrooms You. should connect these experiences with sociocultural theories found in your text and in various cultural. experiences observed from class and field experiences Make sure to indicate examples and personal. experiences to help support your points Rubric is attached in Appendix A. Section II Literacy Landscape of Your Cultural Autobiography W LiveText Submission. Include a section in your Cultural Autobiography describing and tracing your own language and. literacy development including connections among your personal experiences and the impact of. language and linguistic backgrounds on your own language acquisition and literacy development. Discuss how your family either promoted or supported literacy or not Exhibit your knowledge of. the characteristics of your own culture and use of language and how your family culture differs. from others The grading rubric for the Cultural Autobiography and Literacy Landscape can be. found in Appendix A, Note The Cultural Autobiography and Literacy Landscape have been combined into. one assessment artifact submission in LiveText although it does have two distinct sections. 3 Parent School Collaboration Plan LiveText Submission. Candidates research online resources for building successful parent school collaboration plan. design activities that encourage parent involvement and reveal the candidate s knowledge of the. importance of parents and or families as active partners in planning and supporting student. learning Rubric in Appendix A,4 Intrinsic Motivation Inventory Angel Submission.
Candidate designs an Intrinsic Motivation Inventory from examples of published assessments and. examples given thereby exhibiting knowledge of factors and situations that promote or diminish. intrinsic motivation You will administer the inventory to a peer and evaluate situations that would. promote intrinsic motivation for the person taking the inventory Then the candidate completes an. analysis review and reflection, 5 Analysis of Classroom Instructional Setting and Student Seating Arrangement Angel. Submission, During your field experience observations you should specifically observed classroom. instructional settings and student seating arrangements Select a particular classroom instructional. setting and student seating arrangement that you feel is particularly supportive of student learning. and facilitates student learning and teacher instruction Provide a sketch or picture of this. classroom setting with a one to two page discussion critique and analysis of why you feel this. setting is conducive to student learning and teaching Be sure to refer to your textbook in your. discussion critique and analysis Submission in Angel. 6 Embedded Field Experience 30 Hours LiveText Submission. As a requirement of Educational Psychology students must spend 30 clock hours as observers to. teachers in the public school system You must be fingerprinted and cleared by the University of. North Alabama Certification Office during the semester you take this class in order to participate in. the 30 required hours of embedded field experiences in K 12 classrooms in public school settings. You must also be admitted in the UNA Teacher Education Program and be a current education. major when you take this class including being cleared by the UNA Office of Certification The. hours spent for your embedded field experiences are in regular public education classroom settings. containing students of both sexes and where possible students of various ethnic backgrounds. Student s cognitive development at differing levels within the realm of education K 6 6 8 9 12. is a primary focus in reflection It is the individual student s responsibility to make arrangements. with the teacher and principal for these hours to be completed Hours should be completed in. different public schools and different public school K 12 classrooms Original signatures from. each teacher must be included on the Field Experience Hours form All Field Experience Analyses. and Reflections must be submitted through LiveText using the format provided However. students must not only scan the sheets into Livetext but students must also submit the original. paper copies to the professor by the due date These original field experience forms with original. teacher signatures will be submitted to the Clinical Experiences Office by your professor These. forms are required in order to document your field experience hours prior to your internship For. sample copies of the required forms go to the UNA Clinical Experiences website All forms are. listed on this website, See additional information about 18 middle school hours required for secondary majors and 18. hours for elementary majors in the upper grades 4 6 included with this syllabus All students must. complete 18 of the 30 hours in an upper elementary or middle school setting In addition. beginning SPRING 2012 all students must follow the College of Education s required school. assigned settings for reporting field experience hours ED 333W has been assigned one 3 hour. field experience setting in a rural school as outlined on the required College of Education s. required school assigned settings, This information of the structures for your field experiences can be found on Angel and includes a. breakdown for each of the ten standards assigned to this course Each standard requires three hours. of observation per standard for a total of 30 hours of which three hours of the 30 must be in one. of the required rural settings The format structures and guidelines for observations and. submission are provided for your field experiences in Angel. NOTE You CANNOT receive credit for this course without your embedded field experiences. completed as required Failure to complete the field experience hours submit them in LiveText and. be received by the professor prior to the assigned submission day will result in an F for the. course with no credit given no matter what other points or grades the student has earned in the. course There are no exceptions to this field experience completion requirement A grade of. Incomplete is issued only under rare circumstances at the discretion of the professor A grade of. Incomplete may also result in a reduction of a letter grade for the student If you cheat on your. field experiences you will receive an F in this course be brought before University Review and. before the College of Education s Review of Professional Dispositions. 7 Peer reviewed Research Article Synopsis and Critique Angel Submission. Format and information are listed in Angel,8 Participation in Discussion Class Discussions.
9 Mid Term Exam,10 Final Exam,UNA Accommodation Statement. In accordance with the Americans with Disabilities Act ADA and Section 504 of the Rehabilitation. Act of 1973 the University offers reasonable accommodations to students with eligible documented. learning physical and or psychological disabilities Under Title II of the Americans with Disabilities. Act ADA of 1990 Section 504 of the Rehabilitation Act of 1973 and the Americans with. Disabilities Amendment Act of 2008 a disability is defined as a physical or mental impairment that. substantially limits one or more major life activities as compared to an average person in the. population It is the responsibility of the student to contact Disability Support Services to initiate the. process to develop an accommodation plan This accommodation plan will not be applied. retroactively Appropriate reasonable accommodations will be made to allow each student to meet. course requirements but no fundamental or substantial alteration of academic standards will be made. Students needing assistance should contact Disability Support Services 256 765 4214. Students are expected to adhere to University of North Alabama College of Education s. Dispositions and the Code of Ethics developed by the Alabama State Department of Education in. all actions of this course whether in class or visiting a school campus A copy can be obtained. from www alsde org When in K 12 public school settings you are expected to follow the rules. and policies of the school and district in which you are a guest in addition to the UNA COE. Dispositions and Code of Ethics, Grading System A point system will be used for grading Each assignment will be assigned a point value as. listed in the table below including asterisk notation. Assessment Artifacts Possible Points, Two Tests Preregister with the Distance Midterm Exam 150 Points. Learning Lab prior to exam according to Final Exam 150 Points. Distance Learning Lab requirements, Literacy Cultural Autobiography Submit on LiveText 75 Points. Academic Curriculum Discipline Teaching Profile Teacher Interview 75 Points. Discussion Analysis and Literacy in the Content Areas Submit on Angel. Field Experience Assignments 30 Hours of Field Experiences following format 250 Points. and structures indicated and all 30 hours must be submitted and received by the. professor on LiveText by the required date indicated in order to receive credit for. the course A draft of the first 15 hours must be submitted in Angel by Midterm in. order to receive midterm points See below Submit on LiveText with scanned copies. of documentation sheets Original documentation sheets with original teacher. signatures must be submitted to the professor prior to the deadline in order to receive a. grade for the course, Field Experience Midterm Draft of first 15 hours of Field Experiences must 30 Points.
include more than just observation hours and must follow the 10 course. standards Submit on Angel, Peer reviewed Research Article Synopsis and Critique Submit on Angel 30 Points. Analysis of Classroom Instructional Setting and Student Seating Arrangement 30 Points. Submit on Angel, Intrinsic Motivation Inventory Submit on Angel 75 Points. Parent School Collaboration Plan Submit on LiveText 75 Points. Participation 10 points per module earned per module not aggregate 60 Points. TOTAL Possible Points 100 Possible Points, This asterisk beside the artifact assessment activity indicates that the assessment artifact activity must be. completed in order for the student to receive credit for the course no matter what grades or points have been earned. overall in the course If the field experience assessment artifact is not completed as required and submitted the. student will not receive credit for the course An incomplete grade is at the discretion of the professor and may not. be issued Not submitting field experience hours and all documents required for the course and by the deadline for. the course will result in not passing the course and the student will be required to retake the course in order to. receive credit,Grading Scale,A 93 100 Range of Total Points Earned 930 1000. B 83 92 Range of Total Points Earned 830 929,C 73 82 Range of Total Points Earned 730 829.
D 63 72 Range of Total Points Earned 630 729, F below 63 Range of Total Points Earned 629 and below. These asterisks beside indicate that the field experience assessment artifact activity must be. completed submitted in LiveText and received by the professor prior to final exam in order to receive. credit for the course no matter what points have been earned overall in the course. UNA Attendance Policy, Regular and punctual attendance at all scheduled classes and activities is expected of all students and is. regarded as integral to course credit Each student is directly responsible to the individual professor for. absences and for making up work missed Other absence policies stated in the official UNA. Attendance Policy will be adhered to Attendance participation for internet course is indicated by. log on schedules and submissions of course discussions and activities by due dates. UNA Accommodation Statement, In accordance with the Americans with Disabilities Act ADA and Section 504 of the Rehabilitation. Act of 1973 the University offers reasonable accommodations to students with eligible documented. learning physical and or psychological disabilities Under Title II of the Americans with Disabilities. Act ADA of 1990 Section 504 of the Rehabilitation Act of 1973 and the Americans with. Disabilities Amendment Act of 2008 a disability is defined as a physical or mental impairment that. substantially limits one or more major life activities as compared to an average person in the. population It is the responsibility of the student to contact Disability Support Services to initiate the. process to develop an accommodation plan This accommodation plan will not be applied. retroactively Appropriate reasonable accommodations will be made to allow each student to meet. course requirements but no fundamental or substantial alteration of academic standards will be made. Students needing assistance should contact Disability Support Services 256 765 4214. APPENDIX A,Cultural Literacy Autobiography Rubrics. The Cultural Literacy Autobiography includes two sections Section I Cultural Autobiography and. Section II the Literacy Landscape Both rubrics for the Cultural Literacy Autobiography submitted in. LiveText are listed below,Section I Cultural Autobiography Rubric.
Autobiography represents your cultural identity clearly connecting it to historical context and your. social structure race socio economic status gender ability and sexuality. You indicate awareness of how your cultural heritage influences who you are as a person and how it. will influence your teaching You describe a clear plan for becoming a more culturally relevant. You refer to multiple experiences you have sought out to expand your intercultural competence and. trace the impact of these on your identity and practice of teaching. There are NO grammatical or mechanical errors,ACCEPTABLE. Autobiography describes cultural identity in a detailed narrative that depicts your background and. makes some connections to social structures and implications for teaching. Most questions are answered in a cohesive narrative that depicts some growth and implications for. becoming a culturally relevant educator, There are five or fewer grammatical or mechanical errors. UNACCEPTABLE, Autobiography tells story but provides limited links to social structures of race socioeconomic status. gender ability and sexuality, Questions are answered in a mechanical way without reflective connections to course content. Limited connections between cultural background and implications for teaching present. There are more than five grammatical or mechanical errors. Section II Literacy Landscape Rubric,Category TARGET ACCEPTABLE UNACCEPTABLE.
Focus There is a clear well The analysis of the issue The analysis of the issue is not. focused analysis of the is somewhat clear but clear There is a seemingly. literacy development there is a need for more random collection of. including discussion of supporting information information which may or may. specific events impacting and or a more complete not be related to the writer s. literacy development for the exploration into the literacy development. student The main idea development of literacy,stands out and is well and the events impacting. supported that development, Support Strong relevant details give Supporting details and Supporting details and. the reader important information are relevant information are typically. information that goes but several key issues or unclear or not related to the. beyond the obvious or portions of the story line topic. predictable are unsupported, Organization Details are placed in a Some details are not in a There is little sense that the. logical order and the way logical or expected order writing is organized Key. they are presented and this distracts the structures are missing The. effectively keeps the interest reader The essay may be transitions between ideas are. of the reader The essay missing a conclusion unclear or nonexistent. includes a strong conclusion Connections between,and a variety of thoughtful ideas are missing or. transitions fuzzy, Voice The writer seems to be The writer relates some of There is no personality in the.
writing from knowledge or his her own knowledge or piece The ideas and the way. experience Connections are experience but adds they are expressed seem to. made to language nothing of literacy or belong to someone else. development of the student language development,and language development theories. Sentence Structure All sentences are well Most se4ntences are well Sentences lack structure and. constructed with varied constructed but have a appear incomplete or rambling. structure and length similar structure or length, Grammar mechanics Writer makes no errors in Writer makes 3 4 errors in Writer makes more than 4. grammar mechanics or grammar mechanics or errors in grammar mechanics. spelling that distracts the spelling that distracts the or spelling that distract the. reader from content reader from the content reader from the content. Rubric for Field Experience,Target Acceptable Unacceptable. FIELD Targeted performance is evidenced Acceptable performance is One or more Field Experience. EXPERIENCE by completion of all Field evidenced by completion of all documents are missing and. REQUIREMENTS Experience documents including Field Experience documents question sets are incomplete or. TOOLS reflection format structures and including reflection format inaccurate or all requirements for. DOCUMENTS standards references etc All structures and standards references the Field Experiences are not met. Documents sheets question sections are answered etc Some question sections are not. must have original completely and accurately and all answered completely and or. teacher signatures Field Experience requirements are accurately although all Field. on sheets met Experience requirements are met, REFLECTION Targeted performance is evidenced Acceptable performance is Unacceptable performance is. by 4 or more references to evidenced by 3 references to evidenced by fewer than 3. observation documents and or observation documents and or references to observation. question sets through description question sets through description documents and or question sets. and analysis of both INTASC and and analysis of both INTASC and There is no description and or. ALSDE standards related to the ALSDE standards related to the analysis of either INTASC or. Field Experience activity and actual Field Experience activity and ALASDE standards related to the. analysis and discussion according actual analysis and discussion Field Experience activity or actual. to standards There are clear and according to standards There are analysis of data collected There. direct statements in reference to the clear and direct statements in are no clear and direct statements. candidate s future use of reference to the candidate s future in reference to the candidate s. instructional strategies or decision use of instructional strategies or future use of instructional. making processes and the correct making making processes and the strategies or making making. format listed in Angel Livetext is correct format listed in processes or the correct format is. followed Angel Livetext is followed not followed, FIELD Targeted performance is evidenced Acceptable performance is Unacceptable performance is.
EXPERIENCE by completion of all Field evidenced by completion of all evidenced by missing hours. COMPLETED Experience documents with varied Field Experience documents within the structured course. WITHIN GRADE schools including a rural school including 18 hours in middle upper requirements or not following the. LEVELS AND and grade levels including 18 elementary school and focused on appropriate grade levels rural. DEMOGRAPHICS hours in middle upper elementary required standards setting or required standards. REQUIRED school and focused on required,Parent School Collaboration Plan Rubric. Target Acceptable Unacceptable, Statement of Targeted performance is Acceptable performance is. evidenced by clear link between evidenced by a clear link between Unacceptable performance is. Beliefs all knowledge and dispositions some of the knowledge and evidenced by belief statements that. described in INTASC standard 10 dispositions described in INTASC are not linked to any knowledge or. This statement contains no standard 10 This statement dispositions described in INTASC. grammatical or mechanical errors contains no grammatical or standard 10 There are grammatical. mechanical errors or mechanical errors, Letter to Targeted performance is Acceptable performance is Unacceptable performance is. evidenced by statements that seek evidenced by statements that seek evidenced by statements that seek. Parents to establish cooperative to establish partnerships with to establish partnerships but do not. partnerships with parent guardians parent guardians to support and directly support or enhance student. to support and enhance student enhance student learning Specific learning There are grammatical. learning Specific activities and activities and projects are not mechanical or formatting errors. projects are planned and explained planned or explained to parents. to parents There are no There are no grammatical, grammatical mechanical or mechanical or formatting errors. formatting errors, Documents Targeted performance is Acceptable performance is Unacceptable performance is.
Must be evidenced by more than 3 evidenced by at least 2 additional evidenced by 1 or less documents. additional documents that are documents that are NOT used in that support planned projects or. documents created, NOT used in other classes and that other classes that support planned activities or student uses. solely for this support the planned projects or projects or activities documents already used in another. course assignment activities course,and not used in. other courses,Syllabus Acknowledgement, I have received a copy of the syllabus for ED 333W I have read the syllabus and have been. offered an opportunity to ask questions about it I understand and agree to the requirements in the. Signature Date,UNIVERSITY OF NORTH ALABAMA,COLLEGE OF EDUCATION. CONCEPTUAL FRAMEWORK,Engaging Learners,Inspiring Leaders.
Transforming Lives, The Conceptual Framework establishes a shared vision in preparing educators to work effectively in. P 12 schools and provides direction for programs courses teaching candidate performance. scholarship service and accountability The Conceptual Framework is continuously evaluated in an. outcome based system and is knowledge based articulated shared and consistent with the University. of North Alabama s institutional mission,Changing lives Creating futures. The Conceptual Framework is designed to reflect current research based knowledge and effective. practices through professionalism assessment collaboration technology diversity and reflection The. UNA College of Education prepares,Knowledgeable Practicing Professionals. 1 Have content and pedagogical knowledge to demonstrate professionalism through a set of beliefs. actions dispositions and ethical standards that form the core of their practice. 2 Have the knowledge and ability to use assessment strategies to guide teaching and learning. especially impact on student learning and to strengthen instruction and increase professional. 3 Form communities of learners with other teachers parents and members of the community. through collaboration teamwork and research based approaches. 4 Use technology to support assessment planning and instruction for promoting student learning. 5 Value and plan for diversity in curriculum development instructional strategies and in the. promotion of social consciousness, 6 Know and use self awareness and reflection as decision making tools for assuring student learning. professional performance and personal growth, Graduates of the University of North Alabama s College of Education are knowledgeable practicing.
professionals who are prepared as outstanding educators and leaders through achievement of the. highest standards of knowledge and practice to assist all students to learn.

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