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EDU 210 The School as a Social System
Wolf, Amy


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDU 210 The School as a Social System

Semester

FA 2008 HOA

Faculty

Wolf, Amy

Title

Assistant Professor of Early Childhood Education, Interim Director of Undergraduate Education, Coordinator of Early Childhood Education

Degrees/Certificates

Interdisciplinary Ph.D. Early Childhood Education and Sociology
M.A. Human Development and Family Studies: Emphasis Early Childhood Education, Higer Education, and Administration
B.S. Human Development and Family Studies; Emphasis: Children in Group Settings

Office Location

Copley 320

Office Hours

TR 1-2:30 for this class in particular, or by appointment

Daytime Phone

816-584-6303

Other Phone

816-590-8282 (cell) 913-432-7803 (home)

E-Mail

amy.wolf@park.edu

Semester Dates

August 18-December 11

Class Days

--T-R--

Class Time

11:35 - 12:50 PM

Credit Hours

3


Textbook:
Ornstein, A. & Levine, D. (2008). Foundations of Education, 10th ed. New York: Houghton Mifflin Company.

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

.
 
DeVries, R. and Kohlberg, L. (1987). Constructivist ealry education: Overview and comparison with other programs. Washington, DC: NAEYC.
 
Kotulak, R. (1997). Inside the brain: Revolutionary discoveries of how the mind works. Kansas City: Andrews McNeel Publishing.
 
Morrison, G. (2006). Teaching in America, 4th ed. Boston: Pearson
 

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

http://www.ednews.org/
http://www.gao.gov (search GAO-03631; and Rebell & Hunter, Highly Qualified Teachers in PHI DELTA KAPPAN May 2004
http://www.educationnext.org
http://www.epaa.asu.edu
http://www.aft.org/research/vouchers
http://aera.net/pubs/er

Course Description:
EDU210 (MGE): The School as a Social System: A survey of the historical, philosophical and legal foundations of American education. Also a study of the various school systems in the United States. Selected educational problems, issues and practices will be examined in light of current social conditions. Prerequisites: EDU325 (EN325)3:0:3.

Educational Philosophy:
The professor draws from Howard Gardner's theory of multiple intelligences, in that it is important to allow for diverse learning styles in all classrooms. Further, she believes in the fact that individuals learn through collaboration and construction of their own knowledge. In other words the professor draws heavily from theorists such as Dewey, Vygotsky, Piaget, Bruner to name a few. The professor provides time to share personal experiences and ideas to understand multiple perspectives.

The class is organized in the style of a seminar including techniques such as: in-class dialogue, demonstration, discussion board, observation, library/internet research, collaborative group projects and oral presentations.  

Learning Outcomes:
  Core Learning Outcomes

  • Demonstrate a thorough knowledge and appreciation of the influence of cultural, historical, and social concerns on education.
    MoSTEP
    1.1.2 The general studies incorporate multi-cultural and global perspectives.
    1.2.1 The preservice teacher understands the central concepts, tools of inquiry and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students.
    1.2.1.3 uses students' prior knowledge when identifying learning objectives and choosing instructional strategies;
    1.2.9 The preservice teacher is a reflective practitioner who applies the ethical practices of the profession and continually assesses the effects of his/her choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.
    1.2.9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them;
    1.2.9.2 uses resources available for professional development;
    1.2.9.3 practices professional ethics.
    SPAs
    • NAEYC: Standards 2, 4a, 5
    • ACEI: 5.1, 5.3, 5.4
    • NMSA: 2.K2, 6.K1, 6,K2
  • Articulate personal beliefs and assumptions about teaching and learning.
    MoSTEP
    1.1.2 The general studies incorporate multi-cultural and global perspectives.
    1.2.3 The preservice teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
    1.2.3.1 identifies prior experience, learning styles, strengths, and needs;
    1.2.6 The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
    1.2.9 The preservice teacher is a reflective practitioner who applies the ethical practices of the profession and continually assesses the effects of his/her choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.
    1.2.9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them;
    SPAs
    • NAEYC: 1, 2, 5
    • ACEI: 5.1, 5.2
    • NMSA: 2.K1, 2,K.2, 2.K.3, 2.K4, 2.D1, 2.D2, 7.K1
  • Articulate a personal philosophy of education
    MoSTEP
    1.1.2 The general studies incorporate multi-cultural and global perspectives.
    1.2.3 The preservice teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
    1.2.6 The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
    1.2.9 The preservice teacher is a reflective practitioner who applies the ethical practices of the profession and continually assesses the effects of his/her choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.
    1.2.9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them;
    SPAs
    • NAEYC: 5
    • ACEI: 5.1, 5.2
    • NMSA: 2.K1, 2,K.2, 2.K.3, 2.K4, 2.D1, 2.D2, 7..K1
    Assessment
     
  • Demonstrate critical thinking and reflection in class discussions and written assignments.
    SPAs
    • NAEYC: 5
    • ACEI: 5.1, 5.2
    • NMSA: 7.K8, 7.K9
    Assessment
     
  • Articulate how schools are funded.
    MoSTEP
    1.2.4 The preservice teacher recognizes the importance of long-range planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards.
    SPAs
    • NAEYC: 5
    • ACEI: 5.1, 5.2, 5.4
    • NMSA: 2.K2, 7.K8, 7.K9
    Assessment
     
  • Articulate how schools are governed.
    MoSTEP
    1.2.1 The preservice teacher understands the central concepts, tools of inquiry and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students.
    1.2.2 The preservice teacher understands how students learn and develop, and provides learning opportunities that support the intellectual, social, and personal development of all students.
    1.2.4 The preservice teacher recognizes the importance of long-range planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards.
    SPAs
    • NAEYC: 5
    • ACEI: 5.1, 5.2
    • NMSA: 2.K1, 2.K2, , 2.K3, 2.K4. 7.K8, 7.K9
    Assessment
     
  • Develop an awareness of No Child Left Behind.
    MoSTEP
    1.2.4 The preservice teacher recognizes the importance of long-range planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards.
    1.2.10 The preservice teacher fosters relationships with school colleagues, parents, and educational partners in the larger community to support student learning and well-being.
    SPAs
    • NAEYC: 5
    • ACEI: 5.1, 5.2, 5.4
    • NMSA: 2.K2, 7.K7, 7.K9
    Assessment
     
  • Demonstrate a thorough knowledge of America's educational system and its contribution to the world.
    MoSTEP
    1.1.2 The general studies incorporate multi-cultural and global perspectives.
    1.2.1 The preservice teacher understands the central concepts, tools of inquiry and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students.
    1.2.4 The preservice teacher recognizes the importance of long-range planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards.
    SPAs
    • NAEYC:  5
    • ACEI:  5.1, 5.2
    • NMSA:  1.K4, 1.K8, 7.K8, 7.K9
    Assessment
     
  • Understand the affects of poverty, social class, family, income, healthcare, gender differences, race, religion, and violence and today's society have on student achievement.
    MoSTEP
    1.1.2 The general studies incorporate multi-cultural and global perspectives.
    1.2.1 The preservice teacher understands the central concepts, tools of inquiry and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students.
    1.2.3 The preservice teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
    SPAs
    • NAEYC: 1, 2, 5 
    • ACEI: 5.1, 5.2, 5.4
    • NMSA: 6.K1, 6.K2, 6.K3


    Core Assessment:

    Classroom presentation


     

    Link to Class Rubric

    Class Assessment:

    A project packet, which includes all scoring guides and complete descriptions of assignments, will be distributed the first day of class
     
    90-100% A
    80-89%   B
    70-79%   C
    60-69%   D
    0-59%     F
     
    Based upon 280 total points

    Grading:

    Participation in class dialogue  Evidence of reading assignments through application of ideas in class dialogue. Dialogue questions are distributed prior to each class and teacher candidates demonstrate their careful reflection on the content  throughout the class. 110 Total Points
     
     
    Final Class Presentation
     As a small group (2-3 people) design: 1.) a class presentation which includes PowerPoint on the theorist/philosopher (views/perspectives, etc.) and 2.) a creative expression relating to the perspectives the individual's stand on contemporary issues. Individual participation and collaboration on group project is considered in final score. 60 Total Points
     
    Personal philosophy statement.
    Teacher candidates will write a personal philosophy statement of education. Supporting documentation include: image of the child, image of the teacher, image of the family, theories that support views on children, teaching and family involvement. Citing references, especially when addressing theory, is necessary. 40 points
     
    Board of Education Visit
    Teacher Candidates will visit a School Board of Education meeting of his/her choice. Candidates will write a paper not only depicting the dialogue and tone of the meeting but also applying course content and ideas. 10 points
     
    School Construct
    In small groups, students will develop a philosophy for an ideal school and plan the enviornment to bring their ideas to life. 60 points 
     
     
     

    Extra Credit Options:

    Recieve 5 extra credit points by attending a professional meeting (Reggio Collaborative, MNEA, etc.). Submit notes for points.

     

    Receive 10 extra credit points for full participation in all classes (0 absences).

    Late Submission of Course Materials:
    Teacher candidates must follow the criteria outlined and abide by the due dates for each project. Late submissions are accepted only with prior approval from the professor. Twenty percent of the total points (for the project) may be deducted if the professor accepts the paper as a late submission. Teacher candidates may submit papers on time even if absent (via digital drop box, placing in professor’s mailbox, or sending with a friend).   It is the teacher candidate’s responsibility to contact the professor prior to due date if they do not understand the criteria for the assignments as explained

    Classroom Rules of Conduct:

    Reading/Class Participation
     
    Teacher candidates are required to read the textbook chapters in order to participate in class discussions and small group activities.  Small group work includes dialogue and problem solving throughout the semester. Individual teacher candidates will receive partial points for class participation and interaction. The class projects are based on contents covered in the text and class dialogue.

    Writing Assignments
     
    Scoring guides that include format for written assignments are provided for the course.Teacher candidates should attend the writing center to ensure that papers do not bear any technical writing and typological errors. Teacher candidates must cite references using APA style within the contents of the paper. Teacher candidates should write papers in order to explain all information (assume that the reader does not understand the information presented). This form of writing will enable the students to explain their ideas and understanding of content to the professor. Furthermore, this form will better enable students to explain ideas to family members of children with whom they will work in the future. All written papers should be saved for the purpose of revision.  Teacher candidates are allowed to make one revision for each written project if the grade is less than ninety percent and submitted on time. The due date for the revised papers is two weeks after they have been returned to students.
     
    Mobile Phones and Messaging:

    Participation in class is essential for everyone's learning. If teacher candidates must have a mobile phone for emergencies, they are required to turn to vibrate. Otherwise, all phones are to be turned off during class time. Text messaging is not permitting during class time.
     
    Visiting Programs

    When visiting early childhood programs for observations it is essential that teacher candidates always remember that they are representatives of Park University. Professional dress and behaviors are required during all observations.

    Course Topic/Dates/Assignments:

     August 19            Getting Acquainted and Course Overview
    August 21              Understanding the Teaching Profession
    August 26               World Roots in Education, Pioneers of Modern Teaching, Philosophical Roots of Education (Develop Teams)
    August 28            Facilitated Work Groups
    September 2         Governing and Administrating Public Education
    September 4         Financing Public Education and Legal Aspects
    September 9         Culture, Socialization, and Education
    September 11      Social class, Race, and School Achievement-Providing Equal Opportunity
                                 DUE: Philosophy Statement
    September 16        The Physical Environment
    September 18        Work Day---Work in Teams on Presentation
    September 23         Purpose of Education
    September 25         Curriculum and Instruction
    September 30      International Education
    October 2            Work Day-----Work in Teams on Presentation
    October 7            School Effectiveness and reform
    October 9            NCLB
                               DUE: Presentation Power point and Creative Expression ideas
    October 21         Issues and Ideas
    October 23         Issues and Ideas
                               DUE: School Board Reflection
    October 28         Presentation 1 & 2
    October 30         Presentation 3 &4
    November 4        Presentation 5 & 6
    November 6         Presentation 7 & 8
    November 11      Veteran's Day Holiday
    November 13      Work Day----Work in Teams on Planning a School
    November 18      Facilitated Work Day on Planning a School (1/2 of class)
    November 20      Facilitated Work Day on Planning a School (1/2 of class)
    November 25      Work Day-----Work in Teams on Planning a School
    November 27      Thanksgiving Holiday
    December 2         First Teams present School
                               DUE: Individual Papers on Designing a School
    December 4         Second group of teams present school
    December 11      Third group of teams present school
    ***Reading Assignments and Questions for Dialogue will be posted on E-companion.
     
     

    Academic Honesty:
    Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87

    Plagiarism:
    Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87

    Attendance Policy:
    Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

    1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
    2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
    3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
    4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
    5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
    6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

    Park University 2008-2009 Undergraduate Catalog Page 89-90
    Teacher Candidates are afforded two absences without deduction of participation points. It is the teacher candidate's responsibility to inform the professor prior to class absence. It is also the teacher candidate's responsibility to obtain notes and additional information from a friend enrolled in the class.

    Disability Guidelines:
    Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



    Rubric

    CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
    Synthesis                                                                                                                                                                                                                                                  
    Outcomes
    1, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
    The artifact demonstrates the student's ability to synthesize information related to more than seven contexts affecting student learning in presenting a comprehensive written paper and presentation on the influence of culture, history, and social concerns in education The artifact demonstrates the student's ability to synthesize information related to four or five contexts affecting student learning in presenting an effective written paper and presentation on the influence of culture, history, and social concerns in education The artifact demonstrates the student's ability to synthesize information related to two or  three  contexts affecting student learning in presenting written paper and presentation on the influence of culture, history, and social concerns in education The artifact fails to demonstrate

    the student's ability to synthesize information related to any of the contexts affecting student learning in presenting written paper and presentation on the influence of culture, history, and social concerns in education

     
    Analysis                                                                                                                                                                                                                                                   
    Outcomes
    2, 5, 8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
    The artifact demonstrates the student's ability to effectively analyze data from more than three contexts relevant to the history and present day education system The artifact demonstrates the student's ability to effectively analyze data from two to three contexts relevant to the history and present day education system The artifact demonstrates the student's ability to effectively analyze data from less than two contexts relevant to the history and present day education system The artifact fails to demonstrate the student's ability to effectively analyze data from to the history and present day education system contexts relevant to 
    Evaluation                                                                                                                                                                                                                                                 
    Outcomes
    1, 2, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
    The artifact demonstrates the student's ability to develop more than three appropriate evaluation procedures based upon effective schools research and evidence that the results of these efforts will be used to strengthen student learning. The artifact demonstrates the student's ability to develop two or three appropriate evaluation procedures based upon effective schools research and evidence that the results of these efforts will be used to strengthen student learning. The artifact demonstrates the student's ability to develop less than two appropriate evaluation proc based upon effective schools research and evidence that the results of these efforts will be used to strengthen student learning. The artifact fails to demonstrate the student's ability to appropriate evaluation procedures based upon effective schools research and evidence that the results of these efforts will be used to strengthen student learning. 
    Terminology                                                                                                                                                                                                                                                
    Outcomes
    1, 2, 3, 5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
    The artifact demonstrates a comprehensive understanding (more than 15 words) of terminology associated with comprehensive classroom management (e.g.,, school governance, school funding, poverty, social class, gender, health care, race, religion, violence, student achievement, NCLB, exceptionalities, BOE, discipline, philosophy, educational pioneers, Title 9, At-Risk, special education, principal, retirement, due process)



     
    The artifact demonstrates an understanding  (10-15 words) of terminology associated with comprehensive classroom management

    (e.g.,, school governance, school funding, poverty, social class, gender, health care, race, religion, violence, student achievement, NCLB, exceptionalities, BOE, discipline, philosophy, educational pioneers, Title 9, At-Risk, special education, principal, retirement, due process)

     
    The artifact demonstrates a limited understanding (5-9 words) of terminology associated with comprehensive classroom management (e.g.,, school governance, school funding, poverty, social class, gender, health care, race, religion, violence, student achievement, NCLB, exceptionalities, BOE, discipline, philosophy, educational pioneers, Title 9, At-Risk, special education, principal, retirement, due process)



     
    The artifact fails to demonstrate an understanding (less than 5 words) of terminology associated with comprehensive classroom management

    (e.g.,, school governance, school funding, poverty, social class, gender, health care, race, religion, violence, student achievement, NCLB, exceptionalities, BOE, discipline, philosophy, educational pioneers, Title 9, At-Risk, special education, principal, retirement, due process)

     
    Concepts                                                                                                                                                                                                                                                   
    Outcomes
    1, 2, 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
    The artifact demonstrates a comprehensive understanding of the history of education in America which includes concepts related to the public education, educational pioneers, taxes, and federal and state mandates. The artifact demonstrates an understanding of the history of education in America which includes concepts related to the public education, educational pioneers, taxes, and federal and state mandates. The artifact demonstrates a limited understanding of he history of education in America which includes concepts related to the public education, educational pioneers, taxes, and federal and state mandates. The artifact fails to demonstrate an understanding of the history of American education.  The plan fails to recognize the concepts related to the public education, educational pioneers, taxes, and federal and state mandates. 
    Application                                                                                                                                                                                                                                                
    Outcomes
    5, 8, 6, 10                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
    The artifact demonstrates an understanding of the history of education in America which includes concepts related to the public education, educational pioneers, taxes, and federal and state mandates. The artifact demonstrates the student's ability to articulate and document a personal philosophy concerning education.  The philosophy effectively identifies four beliefs within which the teacher incorporates into their instruction These beliefs are supported by six sources of research.  In addition, the student highlights a minimum of three educational pioneers to support their beliefs.







     
    The artifact demonstrates the student's ability to articulate and document a personal philosophy concerning education.  The philosophy effectively identifies two beliefs within which the teacher incorporates into their instruction These beliefs are supported by six sources of research.  In addition, the student highlights a minimum of three educational pioneers to support their beliefs.

     
    The artifact fails to demonstrate an articulate personal philosophy as outlined.

     
    Whole Artifact                                                                                                                                                                                                                                             
    Outcomes
    11, 12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
    The artifact as a whole demonstrates the ability to effectively communicate public education concepts through the use of correct writing   (and oral) structures and document organization, which includes a logical sequencing of artifact components (< 4 errors) The artifact as a whole demonstrates the ability to effectively communicate public education concepts through the use of correct writing structures (and oral) and document organization, which includes a logical sequencing of artifact components (5- 8 errors) The artifact as a whole demonstrates limited ability to effectively public education concepts through the use of correct writing structures (and oral) and document organization, which includes a logical sequencing of artifact components (9-12 errors) The artifact as a whole fails to demonstrate ability to effectively communicate public education concepts through the use of correct writing structures (and oral) and document organization, which includes a logical sequencing of artifact components (more than 12 errors) 
    Component                                                                                                                                                                                                                                                  
    Outcomes
    11, 12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
    Various components of the artifact  (power point presentation) demonstrate the ability to effectively communicate public education  principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components

    (zero errors)

     
    Various components of the artifact  (power point presentation) demonstrate the ability to

    effectively communicate public education principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components (1-4 errors)

     
    Various components of the artifact (power point presentation) demonstrate limited ability to effectively communicate public education principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components (5- 9 errors) Various components of the artifact fail to demonstrate ability to effectively communicate public education  principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components (10 errors) 
    Relationship                                                                                                                                                                                                                                               
    Outcomes
    12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
    The artifact demonstrates the relationship of the various components of public education principles, concepts, research, philosophy, portfolio standards. Components are consistent externally to all other components in the plan. The artifact demonstrates the relationship of various components of public education principles, concepts, research, philosophy, portfolio standards.  Components are consistent externally to most other components in the plan. The artifact demonstrates limited relationship of the various components of public education principles, concepts, research, philosophy, portfolio standards.   Components are not consistent externally (less than 75%) to other components in the plan. The artifact fails to demonstrate the relationship of the various components public education principles, concepts, research, philosophy, portfolio standards.  

    Components are not consistent externally to other components in the plan.

     

    Copyright:

    This material is protected by copyright and can not be reused without author permission.

    Last Updated:8/15/2008 5:48:29 PM