Catalog Description

3 semester credits. A guided practicum experience including classroom instruction on learner characteristics, cooperative learning, management of student conduct, various domains of the Florida Performance Measurement System (FPMS) and the Florida Educator Accomplished Practices (FEAP). One day clinical practicum experience is required. Students are placed in schools according to the campus where the student has enrolled. Not offered in the summer.

Course Connection to Conceptual Framework

As reflective decision-makers, the students will make informed decisions, exhibit ethical behavior, and provide evidence of being capable professionals by appropriately interacting in the classroom with secondary school students and teachers, assisting in the classroom to meet the needs of all students, developing lesson plans based on data driven instruction that demonstrate respect for the students and their academic success and by reflecting on the impact of their practicum experiences.

Academic Service-Learning

Due to the nature of the course content and the required 90-hour practicum experience, this course is designated as an “academic service-learning” course. The assistance you provide in the classroom to the teacher and students during your practicum experience is a service to the school community. Throughout this course you will be reflecting on your practicum experience and the impact on the school community as well as your professional development. At the end of the semester, please complete the academic service-learning survey and submit your signed Academic Service-Learning Log to the Weppner Center for Civic Engagement & Service. Once the survey is completed and your hours recorded, you will receive a 90-hour academic service-learning notation on your transcript.

Required Texts

• Cross, L. D., Pullease, B.G. & Targoff, H.W. (2009, 2nd edition). Setting the stage for effective teaching practices. Pearson Custom Publishing.
• Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2009). Classroom management for middle and high school teachers (8th edition). Upper Saddle River, NJ: Pearson Education, Inc.
• MacKenzie, R.J. (2003). Setting limits in the classroom: How to move beyond the dance of discipline in today’s classrooms. Roseville, CA: Prima Publishing.
• My CustomLab School (2008). http://www.pearsoncustom.com/fl/fau mylabschool/
• Pearson Custom Publishing.

Required Resources: LiveText

• Students in this course are required to have an active LiveText account to track mastery of programs skills, competencies and critical assignments and to meet program and college accreditation requirements. To receive a passing grade in this course you must have an active LiveText account. Information regarding obtaining an account is provided on the College of Education website, http://coe.fau.edu/livetext.

Suggested Resources

• MyEducationLab (2009). http://www.myeducationlab.com Pearson Education, Inc.
• Florida State Sunshine Standards: http://www.floridastandards.org/Standards/FLStandardSearch.aspx
• Service-Learning: http://www.servicelearning.org/
• Kizlik, B. (2004). How to write learning objectives: A guide to effective practice – http://www.adprima.com/wlo5.htm
• Classroom Management and Lesson Plan site:
  • www.teachers.net
  • www.disciplinehelp.com
  • http://atozteacherstuff.com/tips/
  • www.teachertimesavers.com
  • www.teachernet.com
  • www.tech-nology.com
  • Rubric Development
  • http://rubrics4teachers.com
  • www.rubistar.4teachers.org

Videos

1. Harry Wong – First Days of School Series
2. Association for Supervision & Curriculum Development (ASCD) Video Series
3. Video tapes from the Urban Teacher Series
4. Variety of other video tapes showing examples of teacher practices
5. Interactive Video for Classroom Management, 6th edition

Guidelines Used for Developing Course Objectives and Requirements

C-F = CoE Conceptual Framework connection to assignments
EAP = Preprofessional Florida Educator Accomplished Practices
FAU-EAP = Florida Atlantic University EAP Behavioral Indicators
ESOL = Florida Performance Standards for Teachers of ESOL

Course Objectives

1. Become familiar with the current body of research that supports effective teaching behaviors. (EAP 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12; FAU-EAP 3.2, 6.2; ESOL 1.0, 5.4, 6.2, 6.10)
2. Be able to recognize, support and reflect on effective teaching practices in simulations and a classroom setting to enable you to become a reflective-decision maker. (EAP 1, 2, 3, 4, 5, 6, 7, 8, 9, 10; FAU-EAP 3.1, 3.2, 11.2 ; ESOL 3.2, 4.1, 4.2, 18.3)
3. Identify and demonstrate the appropriate use of instructional materials and resources and integrate the use of technology. (EAP 4, 5, 8, 10, 12; FAU-EAP 4.1, 5.1, 7.1, 12.1, 12.2; ESOL 8.2, 8.3, 8.4, 8.5, 15.2, 17.5 )
4. Recognize and exhibit instructional and assessment skills in the areas of presentation of subject matter and evaluation of students. (EAP 1, 3, 4, 7, 8; FAU-EAP 1.1, 2.1, 4.1, 4.2, 8.1, 8.2; ESOL 5.4, 6.2, 6.10, 12.5, 13.3, 20.3)
5. Develop, prepare, present and reflect on mini-unit lesson plans using data from an assessment cycle to drive instruction. (EAP 4, 7, 8, 9, 10; FAU-EAP 1.1, 2.2, 4.1, 4.2, 8.1,8.2,10.1,10.2, 12.1, 12.2; ESOL 5.4, 6.2, 6.10, 2.5, 13.3, 17.1)
6. 6. Recognize and incorporate Sunshine State Standards, Goal 3 Standards and FCAT assessed benchmarks in lesson plans. (EAP 1, 10,12; FAU-EAP 10.1)
7. Recognize how to meet the instructional needs of students, including providing for different learning styles, the LEP learner, and the needs of the low socioeconomic status student. (EAP 1, 2, 3, 5, 7, 9; FAU-EAP 5.1,7.1,7.2; ESOL 4.1, 4.2, 5.4, 13.3)
8. Recognize the need for confidentiality of student and parent information and working effectively with the total school community. (EAP 2, 6; FAU-EAP 6.1, 6.2, 11.1)
9. Acquire skills related to cooperative learning through classroom instruction and specific experiential activities. (EAP 1, 2, 3, 5, 7, 9; FAU-EAP 9.1,9.2,11.1; ESOL 1.0, 5.4, 13.3)
10. Recognize overt signs of emotional distress, alcohol and drug abuse and overt physical and behavioral indicators of child abuse. (EAP 5,6,7; EAP 6.1, 6.2)
11. Connect concepts from the Florida Performance Measurement System (FPMS) and Educator Accomplished Practices (EAP) to professional activities demonstrated in a middle or high school setting.(EAP 2,3, 6,11; FAU-EAP 3.2, 6.1, 6.2, 11.2; ESOL 3.1)

Course Topic Outline

1
1/13 Focus: Overview of the Educator Accomplished Practices (EAP) 1-12 & Preprofessional Developmental Portfolio
• Introductions/Course Expectations/ Requirement, BB and Syllabus
• Practicum Experience Expectations
• COE Conceptual Framework and Dispositions
• What is a Reflective Decision-Maker?
• Educator Accomplished Practices
(Preprofessional) DUE Next Class:
1) Print: Syllabus and other important documents from our Blackboard site and organize in a notebook, purchase textbooks and supplies.

2) Set-up:Preprofessional Portfolio structure (My Profile + 12 Preprofessional Educator Accomplished Practices)

3) Complete: Practicum Experience placement form on the web. Apply for security clearance or renew your badge through the school district office in the county in which you choose to serve field placement.

4) Review: Prologue: Teaching as a Performing Art- Setting the Stage for Effective Practices

2
1/20 Focus: Review Code of Ethics/Principles of Conduct EAP 6 and Field Experience
• Review Syllabus/Practicum Experience Expectations
• Practicum Experience Folder/ESOL Verification Form/Record of Hours
• Discuss Teaching as a Performing Art: FPMS vs EAP
• Base Group Activity: Establish base groups/design base group folders
• Jigsaw Activity: Discuss and assign Ethical Dilemma scenarios

Guest Speaker, Traci Catto: Student Teaching Applications DUE Next Class:
1) Complete Assignment: Ethical Dilemma Assignment & Portfolio Evidence Form (EAP 6)

2) Read: MacKenzie – Chapters 1-5: Introduction; Creating Structure that Works; How Teachers Teach Rules; How Students Learn Rules & Ineffective Discipline

3) Prepare: Practicum Experience Folder and bring to school and class next week.

Practicum Placement begins next week. Bring Practicum Experience Folder for your Clinical Educator when you go to the school for the first time. Meet with your Clinical Educator to discuss how you can assist in the classroom to help meet the needs of the students, review suggested assistance activities as outlined on the Clinical Educator’s Information Sheet. Discuss course Academic Service-Learning requirements and your mid-term/final evaluation.

3
1/27 Focus: Who do we teach? – Class Profile EAP 1 and 7 How do we manage? EAP 9
• Base Group Activity: Discuss Ethical Dilemma
• Be A CHAMP at Classroom Management
• Base Group Discussion MacKenzie – Chapters 1-5: How Teachers Teach Rules; How Students Learn Rules; & Ineffective Discipline

Practicum Experience placement begins this week!

Remember to meet with your Clinical Educator to discuss how you can assist in the classroom to help meet the needs of the students, review suggested assistance activities as outlined on the Clinical Educator’s Information Sheet. Discuss course Academic Service-Learning requirements and your mid-term/final evaluation. DUE Next Class:
1) Complete Assignment: ESOL Journal Abstract & Portfolio Entry Form (EAP 3)

2) Read: MacKenzie Chapters 6-10: Clarity in Communication; Power Struggles; Rules & Consequences; Natural Consequences & Learning Experiences; Logical Consequences

3) Review: The Script: Planning – Setting the Stage for Effective Practices

4
2/3
Focus: What do we teach? – Planning FAU Lesson Plan Format – FPMS Domain 1.0 and EAP 1, 5, 7 ,10 and 12
• Base Group Discussion MacKenzie- Chapters 6-10: Clarity in Communication; Power Struggles; Rules & Consequences; Natural Consequences & Learning Experiences; Logical Consequences
• Review Lesson Plan Packet
Portfolio Entry Form/Lesson Plan/Clinical Educator’s Evaluation/ Self-Reflection and Professional Goal
• Base Group Activity: Writing S.M.A.R.T. Objectives
• Link Sunshine State Standards/Goal 3 Standard and questions (Bloom’s Taxonomy) to objectives
Meet with your Clinical Educator to discuss what content (topic) you are going to teach and assess using the assessment cycle (pre-test, series of three related lessons and post-test.)

Discuss the timeline for administering the pre & post-test and teaching your three related lessons. Complete Assessment Cycle Schedule.

Your Clinical Educator must approve your pre/post assessments & lesson plans before hand. DUE Next Class:
1) Complete Assignment: Classroom Profile Assignment and Portfolio Entry Form (EAP 7)

2) Read: Evertson -Chapter 5 Planning and Conducting Instruction

3) Review: Reviews: Testing Preparation, Administration and Evaluation – Setting the Stage for Effective Practices

5
2/10 Focus: How do we know what they have learned? – Assessment and Grading
FPMS Domain 6.0 and EAP 1
• SMART Objectives and Assessment
• Base Group Activity: FCAT Analysis
• Alternative Assessments/Rubrics
• Video: Harry Wong: Assessment for Learning
• Link Sunshine State Standards/Goal 3 Standard and questions (Bloom’s Taxonomy) to objectives and assessment
• Discuss: Assessment Cycle: Developing your pre/posttest and planning your three lessons DUE Next Class:
1) Complete: Classroom Management Plan Analysis: Assignment and Portfolio Entry Form (EAP 9) This is a CA assignment to post on Live Text as well as submit as a hard copy in class.

2) Read: MacKenzie -Chapter 17 Solving Problems with Homework

3) Review: The Message: Presentation of Subject Matter -Setting the Stage for Effective Practices

6
2/17 Focus: What is the Subject Matter Presentation? (concept, academic rule, law, law-like lesson and value lesson) FPMS Domain 4.0 and EAP 8
• Review Lesson Plan Component
• Alignment of specific objectives, standards activities, procedures, and assessment
• Teaching a Concept Lesson = Definition/Attributes, (Characteristics), Examples, and Non-examples
• Base Group Activity: Developing a Concept

Administer pre-test at school site analyze result and share with the Clinical Educator. Then using the test data to determine how to appropriately plan the three sequential lesson to meet all students needs DUE Next Class:
1) Complete: Assessment Cycle – Pretest data and analysis Portfolio Entry Form (EAP 12)

7
2/24 Focus: What do we teach? – Subject Matter Presentation (concept, academic rule, law, law-like lesson and value lesson) EAP 8 and FPMS Domain 4.0
• Review S.M.A.R.T Objectives and Concepts
• Teaching Law-Law-like Principles, Academic Rules and Value Knowledge
• Identify: Subject Matter to be taught in your Assessment Cycle.

Discuss pretest results and lesson plans with your Clinical Educator in preparation for teaching your first lesson next week. Discuss how you are going to meet the needs of individual students in your lessons.

DUE Next Class:
1) Complete: Critical Thinking and Materials File and Portfolio Entry Form (EAP 4) This is a CA assignment to post on Live Text as well as submit as a hard copy in class.

2) Review: Staging: Lesson Organization and Development – Setting the Stage for Effective Practices

8
3/3 Focus: How do we teach? – Delivery of Instruction and Questioning FPMS Domain 3.0 and EAP 4 Critical Thinking
• Discuss Bloom’s Taxonomy/ Questioning/Critical Thinking
• Discuss Evertson Chapter 8 Communication Skills for Teaching
Teach your first lesson this week

DUE Next Class:
1) Complete: Lesson Plan Packet #1(Due after Spring Break)

2) Read: Evertson Chapter 8 Communication Skills for Teaching

3) Review: Methods of Acting: Verbal and Nonverbal Communication- Setting the Stage for Effective Practices

4) Preprofessional Portfolio Check 3/17 after Spring Break – Your portfolio should be organized and appropriately labeled. You should have completed the My Profile section and the portfolio entry forms for all assignments up to this point.

5)Clinical Educator’s Mid-Term Evaluation

9
3/10 SPRING BREAK ENJOY!!!
10
3/17 Focus: How do we teach? – Effective Communication Verbal and Nonverbal FPMS Domain 5.0 and EAP 2
• Review Domain 3.0 and Discuss Teacher Feedback
• Discuss Evertson Chapter 8 Communication Skills for Teaching

Teach your second lesson this week DUE Next Class:
1) Complete: Lesson Plan Packet #2

2) Read: Evertson: Preface; Chapter 1-Organizing Your Classroom and Materials; Chapter 2-Choosing Rules and Procedures; Chapter 3 Managing Student Work
and Chapter 4-Getting Off to a Good Start

4) Review: Crowd Control: Management of Student Conduct- Setting the Stage for Effective Practices

11
3/24 Focus: How do we set the tone? – Creating a Positive Learning Environment EAP 2 and 9
Discuss Evertson Chapter 1: Organizing Your Classroom and Materials; Chapter 2: Choosing Rules and Procedures;Chapter 3 Managing Student Work and Chapter 4 Getting off to a Good Start
• Establishing a Positive Classroom
• Environment/Room Arrangements

Teach your third lesson this week DUE Next Class:
1) Complete: Lesson Plan Packet #3 This is a CA assignment to post on Live Text as well as submit as a hard copy in class.

2) Read: Evertson- Chapter 7 Maintaining Appropriate Student Behavior; Chapter 9 Goal for Managing Problem Behavior/Management Strategies

3) Read: MacKenzie – Chapters 11-13: Time-Outs; Managing Extreme Behavior; Office Assistance

12
3/31 Focus: How to Establish and Maintain an Effective, Safe and Supportive Classroom Learning Environment – FPMS Domain 2.0 and EAP 9
• Rules vs. Procedures and Routines
• ASCD video or Harry Wong – “Classroom Management”
• Discuss Evertson-Chapter 7 Maintaining Appropriate Student Behavior; Chapter 9 Goal for Managing Problem Behavior/Management Strategies
• MacKenzie – Chapters 11-13 Time-Outs; Managing Extreme Behavior; Office Assistance

DUE Next Class:
1) Read: Evertson Chapter 6 Managing Cooperative Learning Groups and Chapter 10 Managing Special Groups

13
4/7 Focus: How do we teach? – Cooperative Learning EAP 2 , 5, 8 and 9
• Difference between Small Groups & Cooperative Groups
• Discuss Evertson -Chapter 6 Managing Cooperative Learning Groups and Chapter 10 Managing Special Groups

Administer post-test at school site analyze results and then discuss the Assessment Cycle results with Clinical Educator. Discuss how the pre/post data can be used by the Clinical Educator to develop additional remediation or enrichment activities for students. DUE Next Class:
1)Complete: Assessment Cycle – Post-test results, pre/posttest comparison and analysis and Portfolio Entry Form (EAP 1)
This is a CA assignment to post on Live Text as well as submit as a hard copy in class.

2) Read: MacKenzie – Chapters 14-16 Inspiring Cooperation and Motivation; Motivational Tools; Teaching Skills that Work

14
4/14 Focus: Cooperative Learning Activities and Structures
• Discuss MacKenzie – Chapters 14-16 : Inspiring Cooperation and Motivation; DUE Next Class:
1)Review: Epilogue: Role of the Teacher – Setting the Stage for Effective Practices

15
4/21 Focus: Role of the Teacher EAP 11
• Discuss What Every Teacher Should Know
• Discuss What Every Teacher Should Know About Drugs DUE Next Class:
1) Complete: Preprofessional Portfolio with My Profile and at least one portfolio entry for each EAP with the appropriate Portfolio Entry Form and schedule individual interview for next week.

2) Complete by April 23rd: Weppner Center’s Academic Service-Learning survey and submit your signed Academic Service-Learning log to the Weppner Center for Civic Engagement & Service.

16
4/28 (No formal class session)

Individual Preprofessional Portfolio interview appointments will be held this week. DUE Next Class:
1) Complete: Practicum Experience Feedback Survey online
http://iea.fau.edu/surveys/snap/oass.htm print confirmation and give to your instruction
2) Complete: Clinical Educator’s Final Evaluation & Record of Hours
3) Review: Encore: Classroom Walk Through with Reflective Practices – Setting the Stage for Effective Practices

17
5/5 Focus: Teacher Evaluation
• FPMS Summative Evaluation/EAP Assessment and Professional Development Plans (PDP)
• Classroom Walk Through with Reflective Practices

Final Class Meeting -Reflection on the semester and
Celebration!!!

Course Requirements

Attendance and Active Participation =10%
Class participation includes regular attendance and being on time; preparedness and active participation in classroom activities and discussions. Expectations are that students will attend ALL class sessions and participate in large and small group activities. There will be a 4 point deduction from your grade for each unexcused absence; 2 point deduction for each tardiness. According to University policy, “Students are expected to attend all of their scheduled University Classes and to satisfy all academic objectives as outlined by the instructor.” Attendance includes meaningful, active involvement in all class sessions, class discussions, and class activities as well as professional, ethical, conduct in class. Reasonable accommodations are made for religious observances.
• Base Group Activities/Class Discussions/Written Quizzes
Students will complete a variety of activities that correlate and reinforce the concepts being taught. These activities are listed in the content outline and will be demonstrated in the class through base group interaction and/or class discussion.(C-F: the student gains information and experience to develop their knowledge and skills to become a informed, capable, ethical reflective-decision maker.) (EAP: 3, FAU-EAP 3.2, ESOL 1.0)
• Use of Electronic Devices
Due to the highly interactive nature of this course, the following policies apply:

Class Assignments and Practicum Classroom Assignments
Content of the assignments will be related to effective teaching practices as evidenced in the Florida Educator Accomplished Practices and the Florida Performance Measurement System as well as material from your textbooks and/or topics discussed in class. Practicum course expectations for assisting the teacher and students in the classroom are outlined on the Clinical Educator’s Information Sheet which is found on Blackboard under “practicum experiences.” Complete all reading and come to class prepared to discuss the information in depth. Complete all class assignments and practicum experience assignments on time. All written work should be proofread to avoid errors in spelling, grammar, and sentence structure. The instructor reserves the right to lower grades for work submitted late or work that has to be returned.
(C-F: The student gains knowledge and skills to become a reflective decision-maker)
(EAP: 2 ,4,5,6,7,8,9, 10,11,12, FAU-EAP 3.1, 8.1)

CLASS ASSIGNMENTS: = 20%
Ethical Dilemma
The purpose of this assignment is to provide you with an opportunity to become familiar with the Code of Ethics and Principles of Professional Conduct for the Education Profession in Florida and then apply these codes to a hypothetical ethical dilemma in both written and an oral format. Use the format and ethical dilemmas provided in the “Assignment” section posted on Blackboard. Attach the assignment rubric.
There are 4 parts to this assignment:
Part 1: Read the Code of Ethics and Principles of Professional Conduct for the Education Profession in Florida Principles of Professional Conduct for the Education Profession in Florida, (found in your Setting the Stage for Effective Teaching Practices text) and then discuss in base groups.
Part 2: Each member of the base group should select an ethical dilemma on which to do the assignment. Please make sure every member selects a different scenario. As homework, create a written response to your assigned ethical dilemma. The response must include your reaction to the assigned situation and citations from the Code of Ethics and/or Principles of Professional Conduct for the Education Profession in Florida that would support your reaction.
Part 3: Reflection linked to the CoE Conceptual Framework, your professional growth and the impact in the classroom.
Part 4: Portfolio Entry Form (EAP 6)
This assignment and rubric, along with a completed portfolio entry form, should be placed in your Preprofessional Portfolio under EAP 6.
(C-F: The student becomes informed about the Florida Code of Ethics and Principles of Professional Conduct to become an ethical decision-maker.) (EAP 3, 6; FAU-EAP 6.2; ESOL 1.0; ACEI 5.2).

• ESOL Journal Abstract
The purpose of this assignment is to familiarize yourself with theories, strategies, and techniques utilized in meeting the needs of ESOL students. Select one article from a current professional education journal related to Second Language Learners (ESOL, TSOL, LEP, ELL), The article must have been written within the last 3 years. Use the format provided in the “Assignment” section posted on Blackboard. Attach the assignment rubric.
There are 4 parts to this assignment.
Part 1: Reference your article and include APA citation reference format
Part 2: Summarize the content of the article emphasizing the key theories, strategies,
techniques, etc.
Part 3: Reflection linked to the CoE Conceptual Framework, your professional growth and the impact in the classroom.
Part 4: Portfolio Entry Form (EAP 3)
This assignment and rubric, along with a completed portfolio entry form should be placed in your Preprofessional Portfolio under EAP 3.
(C-F: As a reflective decision-maker the student makes an appropriate selection of an article and
uses reflection in making connections to personal experiences, other course content, and experiences
in the field.) (EAP: 3; FAU-EAP 3.2, 9.2; ACEI 5.2).

Critical Thinking and Materials File (Competency Assessment FAU-EAP 4.1)
This is a CA assignment to post on Live Text as well as submit as a hard copy in class
The purpose of this assignment is to research the theories, strategies, techniques, etc. that increase critical and/or creative thinking and use this research to create or find grade level appropriate/subject area content specific activities that help promote critical and/or creative thinking and problem solving in your classroom. Use the format provided in the “Assignment” section posted on Blackboard. Attach the assignment rubric.
There are 4 parts to this assignment.
Part 1: Research the three categories listed on the assignment (Cognitive Learning Styles,
Technology and Instructional Strategies)
Part 2: Create and/or find two activities that are grade level appropriate and in your
specific subject area for each category. You need at total of six activities,
two for each category. One activity must include use of a graphic organizer.
Complete the description for each activity per the required format.
Part 3: Reflection linked to CoE Conceptual Framework, your professional growth and the
impact in the classroom.
Part 4: Include Portfolio Entry Form (EAP 4)
This assignment and rubric, along with a completed portfolio evidence form should be placed in your Preprofessional Portfolio under EAP 4.
(C-F: The student becomes an informed and capable decision maker in planning activities that encourage critical thinking by their students.) (EAP: 4;FAU-EAP 4.1, ESOL 17.5)

PRACTICUM CLASSROOM ASSIGNMENTS: = 30%
• Classroom Research Assignment #1: Class Profile
The purpose of this assignment is to become familiar with the school, staff, teachers, and students in the classroom where you have been assigned so that you have the necessary knowledge to meet the needs of these students, while feeling more comfortable and connected to the school site. Use the format and questions provided in the “Assignment” section posted on Blackboard. Attach the assignment rubric.

There are 3 parts to this assignment:

Part 1: Research and investigate as much as you can about the school and students in the classroom where you are assigned.

Part 2: Reflection linked to the CoE Conceptual Framework, your professional growth and the impact in the classroom.

Part 3: Portfolio Entry Form (EAP 7)
This assignment and rubric along with a completed portfolio entry form should be placed in your Preprofessional Portfolio under EAP 7.

(C-F: The student becomes informed and reflects upon classroom demographics and school routines in order to make capable decisions about instruction and interaction with students.) (EAP 7, 9; FAU-EAP 9.2; ESOL 2.1, 4.1.
Classroom Research Assignment # 2: Classroom Management Plan Analysis (Competency Assessment FAU-EAP 9.2) This is a CA assignment to post on Live Text as well as submit as a hard copy in class.

The purpose of this assignment is to recognize the components of an effective management system, why, and how the teacher developed the system. The system generally includes the organization of space, time and material, established procedures and routines; established rules, expected behaviors, consequences, and reinforcement techniques. Use the format and questions provided in the “Assignment” section posted on Blackboard. Attach the assignment rubric.

There are 5 parts to this assignment.

Part 1: Prepare a labeled sketch of the classroom including desks, bookcases, equipment, tables, etc. Discuss with the teacher why the room is set up in this manner and how it facilitates the instructional goals he/she has established for the year.

Part 2: Observe and discuss with your cooperating teacher how he/she deals with classroom procedures and routines. Write a brief description, addressing each bulleted section noted, on how each of these procedures occurs in the classroom and if these procedures and routines help to accomplish the instructional goals in the classroom.

Part 3: Make a copy of the teacher’s Classroom Discipline Plan. Include rules, positive reinforcement strategies and behavioral consequences. If the plan is not posted, ask your cooperating teacher to explain it to you. Also, ask your cooperating teacher for a copy of any correspondence regarding discipline that was sent home to parents. Describe how the teacher established the plan, enforces the rules, and provides positive
reinforcements. Explain how the students respond to the classroom management plan.

Part 4: Reflection linked to the CoE Conceptual Framework, your professional growth and the impact in the classroom.

Part 5: Include a Portfolio Entry Form (EAP 9). This assignment and rubric along with a completed portfolio entry form should be placed in your Preprofessional Portfolio under EAP 9.

(C-F: The student observes and practices effective classroom management to become a more capable,
ethical, and reflective decision-maker.) (EAP 3, 9; FAU-EAP 9.2; ESOL 3.2, 18.2, 18.3.)

• Classroom “Assessment Cycle for Improving Instruction”
(Competency Assessment FAU-EAP 1.1 & 3.1) Note: Lesson 3 and the Assessment Cycle Pre/Post test Analysis are CA assignments to post on Live Text as well as submit as a hard copy in class.
The purpose of this assignment if to demonstrate your ability to use data to make curriculum decisions and plan effective lessons to meets the needs of all students. The assignment includes a Pretest, Series of 3 Lesson Plans and Post-test. Use the format provided in the “Assignment” section posted on Blackboard. Attach the appropriate assignment rubrics.

There are 4 main parts to this assignment.

Part 1: Select a subject area topic in conjunction with your Clinical Educator that will allow you to plan, prepare, and teach a series of three lessons. The lessons must be part of the grade level curriculum and align with the Sunshine State Standards.

Part 2: Pretest

• Create pretest/post-test
• Create data displays and data analysis
• Reflection linked to the CoE Conceptual Framework, impact on student achievement and your lesson plans/instruction.
• Include a Portfolio Entry Form (EAP 12)

Part 3: Teach a series of three lessons (**See Lesson Plan Packet below**)

Part 4: Post-test

• Create data displays comparing pre/post-test and data analysis
• Reflection linked to the CoE Conceptual Framework, the impact on student achievement and your lesson plans/instruction.
• Include a Portfolio Entry Form (EAP 1)

**Lesson Plan Packet**
The series of three lessons should be part of the current classroom curriculum and align with the Sunshine State Standards. Your lesson plans must follow the FAU Lesson Plan format. Each lesson plan must be turned in as a part of a lesson plan packet, attach the assignment rubric.

The lesson plan packet includes:

1) Lesson Plan with Accompanying Materials (Use the FAU Lesson Plan Format posted on Blackboard under “Assignments”)

2) Student work samples (if applicable) Use first names only.

3) The Clinical Educator’s observation/evaluation of the lesson

4) Lesson Plan Self-Reflection (Use Self-Reflection questions as posted on Blackboard)

5) Portfolio Entry Form

These lesson plans packets should be included in your Preprofessional Portfolio under the appropriate EAPs. Suggested EAP entries are 2, 8 and 10.
(C-F: The student is capable of planning effective lessons and makes informed instructional decisions based on student assessment and reflective–decision making.) (EAP: 1, 10; FAU-EAP 1.1, 2.1, 2.2, 3.1, 4.1, 5.1, 7.1, 8.1, 8.2, 9.1, 10.1, 10.2, 12.2; ESOL 4.2, 5.4, 6.2, 6.10, 12.1, 12.5, 13.3, 15.2, 17.1, 18.1; ACEI 3.1, 5.2)

DEMONSTRATION OF COMPETENCIES = 30%
The Preprofessional Educator Accomplished Practices demonstrated during academic service-learning practicum experience in the classroom.
(Final evaluation completed by the Clinical Educator including Competency Assessments: FAU-EAP (CA) 2.1, 6.1, 6.2, 12.1 and 12.2) These ratings will be posted on Live Text by your instructor once you submit the Clinical Educator’s Final Evaluation NCR form to them.
Each student is assigned to a middle or high school. The school sites are determined through a cooperative agreement between the Department of Teacher Education and the school districts. This Practicum Experience requires 90 hours (12 weeks x 7.5 hours per week), one-day per week of field experience in a public school or the equivalent of 7.5 hours per week. There might be some weeks when you may want to coordinate with your Clinical Educator to come in a 2.5-4 hour time block several times a week instead of the one-day per week to accommodate the lessons that you are teaching, special projects or other classroom activities in which you are engaged that support student achievement.
This MUST be agreed upon ahead of time with your Clinical Educator and Instructor with a written schedule of days/times submitted to both. Remember overall you should have a 12 week experience. The Practicum Experience activities includes, but are not limited to enhancing classroom appearance, planning and presenting lessons, gathering materials for units, grading papers/recording grades, supervising (lunchroom, buses, etc.), tutoring, assisting individual ESOL and ESE students, facilitating group learning, attending faculty meetings and professional development activities. (See attached “Clinical Educator Information” on pages 18 & 19 of the syllabus) C-F: The student observes and practices effective instruction to become a more capable, ethical, and reflective decision maker.) (EAP:1,2,3,4,5,6,7,8,9,10,11,12; FAU-EAP 6.1,6.2; ESOL 1.0, 3.1, 4.2, 5.4, 6.2, 6.10, 8.2, 8.3, 8.4, 8.5, 12.1, 13.3, 15.2, 17.1, 18.1, 18.3, 20.3)
• ESOL Interactive Requirement
Students are required to have at least 8 hours of an interactive academic experience with ESOL students. This experience is documented by completing the ESOL Verification Form and an ESOL Reflective Activity Log (forms are found on our Blackboard site.) The ESOL Verification Form and copies of the ESOL Reflective Activities Logs are to be turned into your ESE 3940 Instructor, so your hours can be recorded. Students are responsible for keeping copies of all documentation. The ESOL Reflective Activity Log along with the ESOL Verification Form should be placed in your Preprofessional Portfolio under EAP 5.
(C-F: The student practices effective instruction with ESOL students to become a more capable reflective decision-maker.) (EAP: 5; FAU-EAP 5.1 & 7.1; ESOL 5.4, 6.2, 6.10, 8.2, 8.3, 8.4, 8.5, 13.3, 15.2, 18.1)

DOCUMENTATION OF COMPETENCIES:
Preprofessional Portfolio =10%
Your Preprofessional Portfolio is the documentation of the Florida Preprofessional Educator Accomplished Practices (FEAP) indicators that you have demonstrated. It should be set-up with:
• Cover page titled Preprofessional Portfolio and your full name. The cover page should be personalized to reflect your specific subject area.
• Section 1: Divider with a tab labeled My Profile. This section holds all important professional documents (Examples: Transcripts, Test Scores, Cover Letter/Resume, Letters of Recommendation, Certificates, Awards, etc.)
• Section 2: Dividers and tabs labeled with the 12 Educator Accomplished Practices.
This Preprofessional Portfolio documents your ability to demonstrate the twelve Florida Educator Accomplished Practices at the Preprofessional Level as well as the College of Education’s Conceptual Framework for being an effective classroom teacher who is an informed, capable, ethical, reflective decision-maker. During this course you will document one indicator under each EAP for a total of twelve. Your Preprofessional Portfolio will be checked at least twice during the course of the semester. Each assignment you complete in this class must be accompanied by a Portfolio Entry Form and placed in your portfolio.
Special Note: During student teaching you will complete your Preprofessional Portfolio by adding one more entry under each of the Florida Educator Accomplished Practices bringing the total to 24 entries, twelve from ESE 3940 and twelve from student teaching.
(C-F: The student compiles a Preprofessional Portfolio, which includes evidence of becoming a reflective, informed, capable, and ethical decision maker in the classroom.) (EAP:1,2,3,4,5,6,7,8,9,10,11,12; FAU-EAP 3.1 & 3.2)

USE OF STUDENT WORK
All teacher education programs undergo periodic reviews by accreditation agencies and the state education department. For these purposes, samples of students’ work are made available to those professionals conducting the review. Student anonymity is assured under these circumstances. If you do not wish to have your work made available for these purposes, please let the professor know before the start of the second class. Your cooperation is greatly appreciated.

TEACHING METHODOLOGIES:
Modeling Internet Communication
Research Cooperative Learning Groups
Simulations Use of overhead projector, Power Point, Videos, Computer
Lecture Discussion

ASSESSMENT PROCEDURES:
Attendance/Meaningful Class Participation and Base Group Interaction
Quizzes/Exams
Assignments Graded Using Course Rubrics
Professional Ethics and Dispositions
Practicum Experience Participation, Demonstration, Reflections and Final Evaluation
Lesson Plans and Self-Reflection
Assessment Cycle for Improving Instruction
Preprofessional Portfolio

BIBLIOGRAPHY:
1. Books

• Arter, J. & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria fir assessing and improving student performance. Thousand Oaks, CA: Corwin Press, Inc.
• Battistoni, R. ( 2002). Civic engagement across the curriculum: A resource book for service- learning faculty in all disciplines. Providence, RI: Campus Compact.
• Cangelosi, J. S. (2004). Classroom management strategies: Gaining and maintaining students’ cooperation. Hobokan, NJ: John Wiley & Sons.
• Cooper, J. M. (Ed.) (1999). Classroom teaching skills. (6th Ed.) Boston, MA: Houghton Mifflin Company.
• Curwin, R. L. & Mendlre, A.N. (1999). Discipline with dignity. Alexandria, VA: Association of Supervision & Curriculum Development.
• Erickson, H. L. (1998). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand Oaks, CA: Corwin Press, Inc.
• Erickson, J., & Anderson, J. (Eds.) (1997). Learning with the community: Concepts and models
• for service learning in teacher education. Washington, DC: American Association for
• Higher Education.
• Eyler, J. (1999) Where’s the learning in service-learning? San Francisco, CA: Jossey-Bass.
• Fried, R. L. (2001). Passionate teacher: a practical guide. Boston, MA: Beacon Press.
• Gabler, I. C. & Schroeder, M. (2003). Constructivism methods for the secondary classroom: engaged minds. Boston, MA: Allyn & Bacon.
• Gardner, H. (2000). Intelligence reframed: Multiple intelligence for the 21st century. New York, NY: Basic Books.
• Gardner, H. (1993). Multiple intelligences. New York, NY: Basic Books.
• Good, T. L. & Brophy, J. E. (2000). Looking into classrooms. (8th Ed.). New York, N: Longman.
• Guillaume, A. M. (2004). Classroom teaching: A primer for new professionals, second edition. Upper Saddle River, NJ: Merrill Prentice Hall.
• Howard, J. (2001). Michigan journal of community service-learning: Service-learning course design workbook. University of Michigan: OCSL Press
• Hunter, M. (1994). Enhancing teaching. New York, NT: Macmillan College Publishing.
• Johnson, D.W. & Johnson, E.J. (1998). Cooperation in the classroom. (7th ed.) Edina MN: Interaction Books.
• Johnson, D.W., Johnson, R.T. & Holubec, E.J. (1994). Nuts and bolts of cooperative learning. Edina, MN: Interaction Books.
• Kane, D. L. (2003). Problem-based learning for teachers, grade 6 -12. Boston, MA: Allyn & Bacon.
• Kellough, R. D. & Kellough, N. G. (2003). Teaching young adolescents: A guide to methods and resources. (4th Ed.). Upper Saddle River, NJ: Merrill-Prentice Hall.
• Kuh, G. D., Kinzie, J., Schuh, J. H., and Whitt, E. J. (2005). Student success in college:
• creating conditions that matter. San Francisco, CA: Jossey-Bass.
• Marzano, R. J. (1992). A different kind of classroom: Teaching with the dimensions of learning. Alexandria, VA: Association for Supervision and Curriculum Development.
• Marzano, R. J., Pickering, D. J. & Pollock, J. E. (2001). Classroom instruction that works: research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
• Ormrod, J.E. (2003). Educational psychology: Developing learners, fifth edition. Upper Saddle River, NJ: Merrill Prentice Hall.
• Palm Beach County School Board. (n.d.). The code of ethics & principles of professional conduct. Retrieved on March 3, 2006 from http://www.palmbeach.k12.fl.us/Jobs/codeofethics/ethics.pdf.
• Payne, R. & Krabill, D. L. (2002). Hidden rules of class work. Highlands, X: aha! Process, Inc.
• Payne, R. (2005). Framework for understanding poverty. Highlands, TX: aha! Process, Inc.
• Popham, J. W. (2003). What every teacher should know about educational assessment. Boston, MA: Pearson Custom Publishing.
• Sprick, R., Garrison, M. & Howard, L. M. (1998). CHAMPs: a proactive and positive approach to classroom management. Long Mount, CA: Sopris West.
• Sprick, R., & Howard, L. (1995). The teacher’s encyclopedia of behavior management. Longmont, CO: Sopris West.
• Sylvester, R. (1995). A celebration of neurons: an educator’s guide to the human brain. Alexandria, VA: Association of Supervision and Curriculum Development.
• Wandberg, R. & Rohwer, J. (2003). Teaching to the standards of effective practice: a guide to becoming a successful teacher. Boston, MA: Allyn & Bacon.
• Wilen, W., Bosse, M. I. Hutchinson, J., & Kindsvatter, R. (2004). Effective secondary teaching. (5th Ed.). Boston, MA: Allyn & Bacon.
• Wong, H. K. & Wong, R. T. (2003). The first days of school: how to be an effective teacher. Mountain View, CA: Harry Wong Publications.

1. Journals

• Educational Leadership
• Educational Horizons
• Journal of Educational Research
• Phi Delta Kappan
• Reading Research and Instruction
• TESOL Journal

2. Internet Sites

• www.adprima.com
• www.lessonplans.page.com
• www.teachingstrategies.com
• www.ncbe.gwu.edu
• www.tesol.edu

3. Search Engines

• Google http://www.google.com
• Yahoo http://www.yahoo.com
• Alta Vista http://www.altavista.digital.com
• Ask Jeeves http://www.ask.com
• Excite http://www.excite.com
• HotBot http://www.hotbot.com
• Lycos http://lycos.com

4. Organizations

• Association of American Educators
• American Federations of Teachers
• International Reading Association (IRA)
• National Council for Accreditation of Teacher Education (NCATE)
• National Education Association (NEA)
• Phi Delta Kappa

5. Reports, Standards, etc.

• Florida Department of Education Instructional Resources (Standards) www.firn.edu
• Florida State Sunshine Standards: www.firn.edu/doe/menu/sss.htm
• Just Read Florida www.justreadflorida.org

Clinical Educator Information

Primary Course Objective

The primary objective of ESE 3940: Secondary School Effective Instruction is to provide FAU students with an academic service-learning practicum experience, which provides practical application of the research knowledge base that underlies effective teaching behaviors as indicated in the Florida Educator Accomplished Practices (FEAP), the Florida Performance Measurement System (FPMS) and links to the College of Education Conceptual Framework, while assisting classroom teachers in middle or high school throughout the district.

Students are expected to meet with their Clinical Educator on their first visit to determine how they can assist with a wide range of classroom experiences, which may include, but are not limited to the activities listed below. Practicum students are assessed on their ability to demonstrate selected sample key indicators from the Florida Preprofessional Educator Accomplished Practices as evidenced on their FAU Practicum FEAP mid-term and final evaluation through the hands-on interactions and support they offer in the classroom. Throughout this course, FAU students will be reflecting on their academic service-learning practicum experience and the impact on the school community as well as their professional development.

Opportunities for your Practicum Student

• Working with an individual or a small group of students
• Assisting with tutorial, remedial, and/or make-up work
• Completing an “Assessment Cycle” collaboratively planned with the Clinical Educator which includes the following:
  • In collaboration with CE, selecting a standards-based curriculum topic that can be taught over three lessons.
  • Creating, administering and analyzing a pretest. This data will be shared with the CE.
  • Using the data from the pretest to plan, prepare and present three sequential large group lessons
  • Creating, administering and analyzing a post-test. This data will be shared with CE.
• Designing and completing bulletin boards
• Gathering, preparing, and presenting materials lesson or units of study
• Record keeping/grading, recording, and filing student work
• Assisting with non-instructional duties, such as bus, door or lunch duty
• Attending grade level, faculty, professional development workshops and/or committee meetings
• Assisting with grade level and/or school wide events

Practicum Experience Placement Requirements

School sites are determined through a cooperative agreement between the College of Education and the school districts. This practicum experience requires 90 hours (12 full day, 7.5 hours each session), one day each week in a public school setting. However, for some of the weeks students may want come in for a 2-4 hour time block several times a week rather than the one day each week in order to accommodate their “Assessment Cycle” and/or the lessons, participate in special projects or other classroom activities that the Clinical Educator requests. This revised Practicum placement schedule MUST be discussed ahead of time with the Clinical Educator and course instructor. A written copy of the revised schedule should be submitted to both the Clinical Educator and FAU course instructor. Remember overall students should have a 12-week practicum field experience.