Students requesting accommodations for disabilities must go through the Academic Support Committee.  For more information, please contact the Director of Disability Resources and Services, Halladay Student Services Building, Room 303D,  (903) 886-5835.  All students enrolled at the University shall follow the tenets of common decency and acceptable behavior conducive to a positive learning environment.  (See Students' Guide Handbook, Policies and Procedures, Conduct)

TEACHING STYLES AND LEARNING STYLES IN PLURALISTIC FIELD-BASED ENVIRONMENTS AND INTERNSHIP IN THE PUBLIC SCHOOLS  (One semester program)

(An Integrated, Field-Based Syllabus for SED 302 and SED 404)

COURSE DESCRIPTIONS :  SED 302 - Offered in the Professional Development Center, this course provides an experimental component in which public school teacher demonstrate ways to adapt their teaching styles to accommodate students' learning style preferences.  Prospective teachers will achieve knowledge and skill by observing and assisting middle/secondary public school teachers in classroom situations. SED 404 - This course provides supervised intern experiences in the secondary school classroom with an assigned mentor.  Regular seminar sessions will focus on concerns directly related to secondary teaching. COURSE MATERIALS :
Required Textbooks:
Kellough, R.D. and Noreen G. Kellough.  Secondary School Teaching:  A Guide to Methods and Resources .  Second Edition.  New Jersey, Prentice-Hall.  1999. Littleton, M.  Legal Issues for Texas Teachers .  Dubuque, Iowa, Kendall/Hunt Publishing Company. 
 Additional Materials to be provided by student:
Texas Essential Knowledge and Skills (TEKS) for one of your teaching fields in one course or grade level Code of Conduct Handbook from your assigned public school Texas Examinations of Educator Standards (TExES) Preparation Manual  (Download from TEA for free at www.texes.nesinc.com)
Pedagogy and Professional Responsibilities grades 8-12 - manual #130


Pedagogy and Professional Responsibilities - Competencies and Course Objectives Domain I - Designing Instruction and Assessment to Promote Student Learning
    Competencies 001, 002, 003, 004 Domain II - Creating a Positive, Productive Classroom Environment
    Competencies 005, 006 Domain III - Implementing Effective, Responsive Instruction and Assessment
    Competencies 007, 008, 009, 010 Domain IV - Fulfilling Professional Roles and Responsibilities
    Competencies 011, 012, 013

Goal and Objective #1
Competency 001 - The teacher understands human developmental processes and applies this knowledge to plan instruction and ongoing assessment that motivate students and are responsive to their developmental characteristics and needs.

The beginning teacher:
1.  Recognizes the importance of helping students in grades 8 through 12 learn and apply life skills to promote lifelong learning and active participation in society.
2.  Knows the typical stages of cognitive, social, physical, and emotional development of students in grades 8 through 12.
3.  Recognizes the wide range of individual developmental differences that characterizes students in grades 8 through 12 and the implications of this developmental variation for instructional planning.
4.  Demonstrates an understanding of physical changes associated with adolescence and ways in which these changes impact development in other domains (i.e., cognitive, social, emotional).
5.  Recognizes typical challenges for students during  adolescence and young adulthood (e.g., self-esteem, physical appearance, eating disorders, identify formation, educational and career decisions) and effective ways to help students address these challenges.
6.  Understands ways in which student involvement in risky behaviors (e.g., gang involvement, drug and alcohol use) impacts development and learning.
7.  Demonstrates knowledge of the importance of peers, peer acceptance, and conformity to peer group norms and expectations for adolescents; and understands the significance of peer-related issues for teaching and learning.
8.  Understands that social and emotional factors in the family (e.g., parental divorce, homelessness) impact the learning and development of students in grades 8 through 12 in other domains.
9.  Uses knowledge of cognitive changes in students in grades 8 through 12 (e.g., refinement of abstract thinking and reasoning, reflective thinking, focus on the world beyond the school setting) to plan instruction that promotes learning and development.
10.  Analyzes ways in which developmental characteristics of students in grades 8 through 12 impact learning and performance; and applies knowledge of students' developmental characteristics and needs to plan effective learning experiences and assessments.
11.  Understands that development in any one domain (i.e., cognitive, social, physical, emotional) impacts development in other domains.

Goal and Objective #2
Competency 002 - The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among students and that promote all students' learning.

The beginning teacher:
1.  Demonstrates knowledge of students with diverse personal and social characteristics (e.g., those related to ethnicity, gender, language background, exceptionality) and the significance of student diversity for teaching, learning, and assessment.
2.  Accepts and respects students with diverse backgrounds and needs.
3.  Knows how to use diversity in the classroom and the community to enrich all students' learning experiences.
4.  Knows strategies for enhancing one's own understanding of students' diverse backgrounds and needs.
5.  Knows how to plan and adapt lessons to address students' varied backgrounds, skills, interests, and learning needs, including the needs of English language learners and students with disabilities.
6.  Understands cultural and socioeconomic differences (including differential access to technology) and knows how to plan instruction that is responsive to cultural and socioeconomic differences among students.
7.  Understands the instructional significance of varied sudden learning needs and preferences.

Goal and Objective #3
Competency 003 - The teacher understands procedures for designing effective and coherent instruction and assessment based on appropriate learning goals and objectives.

The beginning teacher:
1.  Understands the significance of the Texas Essential Knowledge and Skills (TEKS) and of prerequisite knowledge and skills in determining instructional goals and objectives.
2.  Uses appropriate criteria to evaluate the appropriateness of learning goals and objectives (e.g., clarity; relevance; significance; age-appropriateness; ability to be assessed; responsiveness to students' current skills and knowledge, background, needs, and interests; alignment with campus and district goals).
3.  Uses assessment to analyze students' strengths and needs, evaluate teacher effectiveness, and guide instructional planning for individuals and groups.
4.  Understands the connection between various components of the Texas statewide assessment program, the TEKS, and instruction, and analyzes data from state and other assessments using common statistical measures to help identify students' strengths and needs.
5.  Demonstrates knowledge of various types of materials and resources (including technological resources and resources outside the school) that may be used to enhance student learning and engagement, and evaluates the appropriateness of specific materials and resources for use in particular situations, to address specific purposes, and to meet varied student needs.
6.  Plans lessons and structures units so that activities progress in a logical sequence and support stated instructional goals.
7.  Plans learning experiences that provide students with opportunities to explore content from integrated and varied perspectives (e.g., by providing intradisciplinary and interdisciplinary instruction, encouraging students' application of knowledge and skills to the world beyond the school, designing instruction that reflects students' increasing ability to examine complex issues and ideas).
8.  Allocates time appropriately within lessons and units, including providing adequate opportunities for students to engage in reflection, self-assessment, and closure.

Goal and Objective #4
Competency 004 - The teacher understands learning processes and factors that impact student learning and demonstrates this knowledge by planning effective, engaging instruction and appropriate assessments.

The beginning teacher:
1.  Understands the role of learning theory in the instructional process and uses instructional strategies and appropriate technologies to facilitate student learning (e.g., connecting new information and ideas to prior knowledge, making learning meaningful and relevant to students).
2.  Knows the implications for learning and instruction of students' increasing ability to engage in abstract thinking and reasoning.
3.  Enhances learning for students in grades 8 through 12 by providing instruction that encourages the use and refinement of higher-order thinking skills (e.g., prompting students to explore ideas from diverse perspectives; structuring active learning experiences involving cooperative learning, problem solving, open-ended questioning, and inquiry; building students' capacity to learn through in-depth study and research).
4.  Teaches, models, and monitors organizational and time-management skills at an age-appropriate level (e.g., using effective strategies for locating information, organizing information systematically, keeping related materials together, using organizational tools).
5.  Recognizes how various characteristics of students in grades 8 through 12 (e.g., interacting with the larger community, building relationships, establishing an identity, questioning values, exploring long-term career and life goals, the importance of peers) impact teaching and learning.
6.  Analyzes ways in which teacher behaviors (e.g., teacher expectations, student grouping practices, teacher-student interactions) impact student learning, and plans instruction and assessment that minimize the effects of negative factors and enhance all students' learning.
7.  Analyzes ways in which factors in the home and community (e.g., parent expectations, availability of community resources, community problems) impact student learning, and plans instruction and assessment with awareness of social and cultural factors to enhance all students' learning.
8.  Understands the importance of self-directed learning and plans instruction and assessment that promote students' motivation and their sense of ownership of and responsibility for their own leaning.
9.  Analyzes ways in which various teacher roles (e.g., facilitator, lecturer) and student roles (e.g., active learner, observer, group participant) impact student learning.
10. Incorporates students' different approaches to learning (e.g., auditory, visual, tactile, kinesthetic) into instructional practices.

Goal and Objective #5
Competency 005 - The teacher knows how to establish a classroom climate that fosters learning, equity, and excellence and uses this knowledge to create a physical and emotional environment that is safe and productive.

The beginning teacher:
1.  Uses knowledge of the unique characteristics and needs of students in grades 8 through 12 to establish a positive, productive classroom environment (e.g., encourages respect for the community and the people in it, promotes the use of appropriate language and behavior in daily interactions, provides opportunities to collaborate with peers, promotes student awareness of how their actions and attitudes affect others, includes kinesthetic experiences and active learning within a planned, structured environment).
2.  Establishes a classroom climate that emphasizes collaboration and supportive interactions, respect for diversity and individual differences, and active engagement in learning by all students.
3.  Analyzes ways in which teacher-student interactions and interactions among students impact classroom climate and student learning and development.
4.  Presents instruction in ways that communicate the teacher's enthusiasm for learning.
5.  Uses a variety of means to convey high expectations for all students.
6.  Knows characteristics of physical spaces that are safe and productive for learning, recognizes the benefits and limitations of various arrangement of furniture in the classroom, and applies strategies for organizing the physical environment to ensure physical accessibility and facilitate learning in various instructional contexts.
7.  Creates a safe, nurturing, and inclusive classroom environment that addresses students' emotional needs and respects students' rights and dignity.

Goal and Objective #6
Competency 006 - The teacher understands strategies for creating an organized and productive learning environment and for managing student behavior.

The beginning teacher:
1.  Analyzes the effects of classroom routines and procedures on student learning, and knows how to establish and implement routines and procedures (e.g., by teaching, modeling, and monitoring students' organizational and time-management skills) to promote an organized and productive learning environment.
2.  Organizes and manages individual and group activities that promote students' ability to assume responsible roles and develop collaborative skills and individual accountability applicable in real-world settings.
3.  Schedules activities and manages time in ways that maximize student learning, including using effective procedures to manage transitions; to manage materials, supplies, and technology; and to coordinate the performance of noninstructional duties (e.g., taking attendance) with instructional activities.
4.  Uses technological tools to perform administrative tasks such as taking attendance, maintaining grade books, and facilitating communication.
5.  Works with volunteers and paraprofessionals to enhance and enrich instruction and applies procedures for monitoring the performance of volunteers and paraprofessionals in the classroom.
6.  Applies theories and techniques related to managing and monitoring student behavior.
7.  Demonstrates awareness of appropriate behavior standards and expectations for students at various developmental levels.
8.  Applies effective producers for managing student behavior and for promoting appropriate behavior and ethical work habits (e.g., academic integrity) in the classroom (e.g., communicating high and realistic behavior expectations, involving student sin developing rules and procedures, establishing clear consequences for inappropriate behavior, enforcing behavior standards consistently, encouraging students to monitor their own behavior and to use conflict resolution skills, responding appropriately to various types of behavior).

Goal and Objective #7
Competency 007 - The teacher understands and applies principles and strategies for communicating effectively in varied teaching and learning contexts.

The beginning teacher:
1.  Demonstrates clear, accurate communication in the teaching and learning process and uses language that is appropriate to students' ages, interests, and backgrounds.
2.  Engages in skilled questioning and leads effective student discussions, including using questioning and discussion to engage all student in exploring content; extends students' knowledge; and fosters active student inquiry, higher-order thinking, problem solving, and productive, supportive interactions, including appropriate wait time.
3.  Communicates directions, explanations, and procedures effectively and uses strategies for adjusting communication to enhance student understanding (e.g., by providing examples, simplifying complex ideas, using appropriate communication tools).
4.  Practices effective communication techniques and interpersonal skills (including both verbal and nonverbal skills and electronic communication) for meeting specified goals in various contexts.

Goal and Objective #8
Competency 008 - The teacher provides appropriate instruction that actively engages students in the learning process.

The beginning teacher:
1.  Employs various instructional techniques (e.g., discussion, inquiry, problem solving, in-depth study and research) and varies teacher and student roles in the instructional process, and provides instruction that promotes intellectual involvement and active student engagement and learning.
2.  Applies various strategies to promote student engagement and learning (e.g., by structuring lessons effectively, using flexible instructional groupings, pacing lessons flexibly in response to student needs, including wait time).
3.  Presents content to students in ways that are relevant and meaningful and that link with students' prior knowledge and experience.
4.  Applies criteria for evaluating the appropriateness of instructional activities, materials, resources, and technologies for students with varied characteristics and needs.
5.  Engages in continuous monitoring of instructional effectiveness.
6.  Applies knowledge of different types of motivation (i.e., internal, external) and factors affecting student motivation.
7.  Employs effective motivational strategies and encourages students' self-motivation.

Goal and Objective #9
Competency 009 - The teacher incorporates the effective use of technology to plan, organize, deliver, and evaluate instruction for all students.

The beginning teacher:
1.  Demonstrates knowledge of basic terms and concepts of current technology (e.g., hardware, software applications and functions, input/output devices, networks).
2.  Understands issues related to the appropriate use of technology in society and follows guidelines for the legal and ethical use of technology and digital information (e.g., privacy guidelines, copyright laws, acceptable use policies).
3.  Applies procedures for acquiring analyzing, and evaluating electronic information (e.g., locating information on networks, accessing and manipulating information from secondary storage and remote devices, using on-line help and other documentation, evaluating electronic information for accuracy and validity).
4.  Knows how to use task-appropriate tools and procedures to synthesize knowledge, create and modify solutions, and evaluate results to support the work of individuals and groups in problem-solving situations and project-based learning activities (e.g., planing, creating, and editing work processing documents, spreadsheet documents, and databases; using graphic tools; participating in electronic communities as learner, initiator, and contributor; sharing information through on-line communication).
5.  Knows how to use productivity tools to communicate information in various formats (e.g., slide show, multimedia presentation, newsletter) and applies procedures for publishing information in various ways (e.g., printed copy, monitor display, Internet document, video).
6.  Knows how to incorporate the effective use of current technology; use technology applications in problem-solving and decision-making situation; implement activities that emphasize collaboration and teamwork; and use developmentally appropriate instructional practices, activities, and materials to integrate the Technology Applications TEKS into the curriculum.
7.  Knows how to evaluate students' technologically produced products and projects using established criteria related to design, content delivery, audience, and relevance to assignment.
8.  Identifies and addresses equity issues related to the use of technology.

Goal and Objective #10
Competency 010 - The teacher monitors student performance and achievement; provides students with timely, high-quality feedback; and responds flexibly to promote learning for all students.

The beginning teacher:
1.  Demonstrates knowledge of the characteristics, uses, advantages, and limitations of various assessment methods and strategies, including technological methods and methods that reflect real-world applications.
2.  Creates assessments that are congruent with instructional goals and objectives and communicates assessment criteria and standards to students based on high expectations for learning.
3.  Uses appropriate language and formats to provide students with timely, effective feedback that is accurate, constructive, substantive, and specific.
4.  Knows how to promote students' ability to use feedback and self-assessment to guide and enhance their own learning.
5.  Responds flexibly to various situations (e.g., lack of student engagement in an activity, the occurrence of an unanticipated learning opportunity) and adjusts instructional approaches based on ongoing assessment of student performance.

Goal and Objective #11
Competency 011 - The teacher understands the importance of family involvement in children's education and knows how to interact and communicate effectively with families.

The beginning teacher:
1.  Applies knowledge of appropriate ways (including electronic communication ) to work and communicate effectively with families in various situations.
2.  Engages families, parents, guardians, and other legal caregivers in various aspects of the educational program.
3.  Interacts appropriately with all families, including those that have diverse characteristics, backgrounds, and needs.
4.  Communicates effectively with families on a regular basis (e.g., to share information about students progress and responds to their concerns.
5.  Conducts effective conferences with parents, guardians, and other legal caregivers.
6.  Effectively uses family support resources (e.g., community, interagency) to enhance family involvement in student learning.

Goal and Objective #12
Competency 012 - The teacher enhances professional knowledge and skills by effectively interacting with other members of the educational community and participating in various types of professional activities.

The beginning teacher:
1.  Interacts appropriately with other professionals in the school community (e.g., vertical teaming, horizontal teaming, team teaching, mentoring).
2.  Maintains supportive, cooperative relationships with professional colleagues and collaborates to support students' learning and to achieve campus and district goals.
3.  Knows the roles and responsibilities of specialists and other professionals at the building and district levels (e.g., department chairperson, principal, board of trustees, curriculum coordinator, technology coordinator, special education professional).
4.  Understands the value of participating in school activities and contributes to school and district (e.g., by participating in decision making and problem solving, sharing ideas and expertise, serving on committees, volunteering to participate in events and projects).
5.  Uses resources and support systems effectively (e.g., mentors, service centers, state initiatives, universities) to address professional development needs.
6.  Recognizes characteristics, goals, and procedures associated with teacher appraisal and uses appraisal results to improve teaching skills.
7.  Works productively with supervisors, mentors, and other colleagues to address issues and to enhance professional knowledge and skills.
8.  Understands and uses professional development resources (e.g., mentors and other support systems, conferences, on-line resources, workshops, journals, professional associations, coursework) to enhance knowledge, pedagogical skills, and technological expertise.
9.  Engages in reflection and self-assessment to identify strengths, challenges, and potential problems; improve teaching performance; and achieve professional goals.

Goal and Objective #13
Competency 013 - The teacher understands and adheres to legal and ethical requirements for educators and is knowledgeable of the structure of education in Texas.

The beginning teacher:
1.  Knows legal requirements for educators (e.g., those related to special education, students' and families' rights, student discipline, equity, child abuse) and adheres to legal guidelines in education-related situations.
2.  Knows and adheres to legal and ethical requirements regarding the use of educational resources and technologies (e.g., copyright, Fair Use, date security, privacy, acceptable use policies).
3.  Applies knowledge of ethical guidelines for educators in Texas (e.g., those related to confidentiality, interactions with students and other in the school community), including policies and procedures described in the Code of Ethics and Standard Practices for Texas Educators.
4.  Follows procedures and requirements for maintaining accurate student records.
5.  Understands the importance of and adheres to required procedures for administering state- and district-mandated assessments.
6.  Uses knowledge of the structure of the state education system, including relationships among campus, local, and state components, to seek information and assistance.
7.  Advocated for students and for the profession in various situations.

Bibliography :
Arends, Richard I.  (1994).  Learning to Teach.  Fifth Edition.  New York:  McGraw-Hill, Inc.
Armstrong, Thomas.(1994).Multiple Intelligences in the Classroom.ASCD Publication, Alexandria, Virginia.
Funkhouser,Charles W.(1996).Education in Texas:Policies, Practices and Perspectives, Eighth Edition.Scottsdale, Arizona:Gorsuch Scarisbrick, Publishers.
Good, Thomas L. and Jere E. Brophy.(1997).Looking in Classrooms, Seventh Edition.Addison-Wesley Educational Publishers Inc.
Kohn, Alfie.(1996).Beyond Discipline:From Compliance to Community.ASCD Publication, Alexandria Virginia.
McCarney, Stephen B.(1989).The Student Teacher's Guide.Columbia, MO.:Hawthorne Educational Services.
Ornstein, Allan C. and Daniel U. Levine.(1996).Foundations of Education, Sixth Edition.Dallas:Houghton Mifflin Company
Posner, George J.(1993).Field Experience:A Guide to Reflective Thinking.White Plains, NY:Longman.
Wong, Harry K. and Rosemary Tripi Wong.(1991).The First Days of School.Sunnyvale, CA.
COURSE REQUIREMENTS :  A variety of assignments will be given during the semester.  Each will be given a point value.  Assignments for each course are as follows: SED 302
1.  Two examinations - 100 points each (TExES style)
2.  Unit Plan - built around TEKS for teaching one course for one period a day, for three weeks (15 lessons for regular schedules, 8 lessons for block schedules), including scope and sequence, lesson plans and supporting materials - 50 points.
3.  Class attendance (MANDATORY) and participation - 100 points.
4.  Additional assignments such as reading, reflections on class work or brief papers may be assigned during the semester - point value to be determined at time assigned.

1.  Journals - weekly journals that are thorough, reflective, centered on both assigned content and happenings in the assigned school and ON TIME .  Topics and format provided in Intern Handbook - 25 points each.
2.  Additional assignments such as readings, reflections on class work or brief papers may be assigned during the semester - point value to be determined at time assigned.
 

• NOTE:  A student may be removed from internship by the student's ILT.  Removal from internship removes the student from both 302 and 404 class rosters.  Dismissal from internship will automatically result in the student's dismissal from the teacher education program.  See the CPDT Policies and Procedures Handbook for further information.

ABSENCE POLICY :  Both the seminars and the field-experience days are considered to be class days.  Interns are allowed three (3) excused absences during the entire semester.  An excused absence is one for which the intern has the approval of his or her mentor teacher(s) and university liaison and follows the attendance policy stated in the University catalog and Student's Handbook.  Approval for absences must be obtained prior to the start of the school day to be missed.  If you are ill and will be absent from the field, you must notify your liaison and assigned mentor(s) and school prior to the start of the school day.   If the intern has more than three absences, an ILT meeting will be held to determine the intern's status.  Interns will be immediately removed from the program for any unexcused absences.

GRADING :  SED 302 - three (3) hours, SED 404 - three (3) hours.  Students will receive a grade for each course.  Points earned from each assignment will be added and compared to a scale.  The grading scale is:

• 100% - 93% of possible points = A 92% - 83% of possible points = B 82% - 75% of possible points = C
• 74% or below of possible points = D/F  **You are automatically withdrawn from the teacher education program and cannot continue into the resident block.  Grades will be averaged the day after the final and students not eligible to continue will be notified as quickly as possible.**