Syllabus Entrance
Printer Friendly
Email Syllabus

EDU 300 Writing in Education
Hennessy, Gail B.


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.

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

Course

EDU 300 Writing in Education

Semester

SP 2007 HOA

Faculty

Hennessy, Gail B.

Office Location

Copley Room 213

Office Hours

M/F 9:00-11:30, T/Th 8:30-10:00

Daytime Phone

816-584-6323

E-Mail

gail.hennessy@park.edu

Semester Dates

Jan. 16-May 3

Class Days

--T-R--

Class Time

10:10 - 11:25 AM

Prerequisites

EN 105 & En 106, passing the WCT, 15 education hours

Credit Hours

3


Textbook:

Fletcher, Ralph. What a Writer Needs. Portsmouth, NH:  Heinemann, 1993.

Buckner, Aimee. Notebook Know-How. Portland, ME: Stenhouse, 2005

Additional Resources:

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/.


Course Description:
A writing intensive course for those preparing to teach. Emphasis will be onwriting appropriate for classroom teachers including community communication, reflective thinking and writing, and critical analysis of education literature. This course will satisfy the EN 306  requirement for Education majors.. PREREQUISITES: EN 105 and EN 106 with at least a “C”, passing the WCT, and accumulation of at least 60 hours, 15 of which must be in education. 3:0:3

Educational Philosophy:

The instructor believes that writing clearly and effective is essential.  It is the responsibility of every educator to write well and use the necessary skills to provide students in his or her classroom with ways to develop their writing skills.  Stating that premise the instructor will engage each learner in a variety of writing activities with the objective of developing written communication, reflective thinking and writing, and critical analysis.

Learning Outcomes:
  Core Learning Outcomes

  1. demonstrate his/her writing skills for professional purposes (MoSTEP Standards 1.1, 2.9, 2.10) (ACEI/NCATE Elementary Standards 2, 2.1, 5.2) (NAEYC Early Childhood Program Standard 5)
  2. analyze and interpret the quality indicators for his/her professional portfolio (MoSTEP Standards 1.1., 1.2.9, 1.2.11) (ACEI/NCATE Elementary Standards 5.1, 5.2) (NAEYC Early Childhood Program Standard 5)
  3. formulate a design for the writing process (MoSTEP Standards 1.2.1, 1.2.4, 1.2.7) (ACEI/NCATE Elementary Standards 1, 3.1, 5.1) (NAEYC Early Childhood Program Standard 3)
  4. examine what a discourse community is (MoSTEP Standards 1.2.9, 1.2.10,1.2.11) (ACEI/NCATE Elementary Standards 2.1) (NAEYC Early Childhood Program Standards 3, 2)
  5. analyze, evaluate, and reflect on professional/scholarly periodicals (MoSTEP Standards 1.2.9, 1.2.10, 1.2.11) (ACEI/NCATE Elementary Standards 5.2) (NAEYC Early Childhood Program Standards 5)
  6. write a children's story with a clear beginning, middle, and end (MoSTEP Standards 1.2.1, 1.2.7.1, 1.2.7.4.) (ACEI/NCATE Standards )
  7. write a Lesson plan that incorporates the Children's book that they wrote. (MoSTEP 1.2.5, 1.2.7) (ACEI/NCATE Standards ) (NAEYC Early Childhood Program Standard 4c, 4d)


Core Assessment:

Lesson plan using Student written story/book










Link to Class Rubric

Class Assessment:

1.   Class Participation

“Participation” means:

·        discussing the quality indicators and looking at your personal strengths and weaknesses in writing with the willingness to share what you have learned

·        reading assignments before their due dates enabling you to participate intelligently in discussions.

·        willingly sharing your reflections of the readings both in the text, articles, in class writings, etc.

·        discussing issues and topics brought up in class, listening to, and respecting others as they share.  Everyone is expected to speak up during class discussions, not just a few students.

 

2.                  Quality Indicators

An objective of this course is for each student to write the needed quality indicators and/or performance indicators for their professional portfolio.  It will be imperative that you have your materials organized, that you participate in class discussions of the indicators, and you have and turn in the quality indicators on the due dates. 

 

3.                  Resource Notebook

This is an organizational activity arranging materials collected (i.e. writing activities, reflective writings, revision and editing chart, in class writings, handouts, etc.). This is to be submitted on the due date.  Its organization will be individual preference, but easily understood and deemed functional by the instructor.

 

    4.         Chapter Reflections

For each assigned chapter in the text(s) you will write a reflection about what you have read prior to the class discussion.  Your reflections will be specific asking you to focus your thoughts on particular questions, topics, etc.  The reflections should be typed and will be due the day the chapter(s) are discussed.   

 

5.                  Annotations/Reflections

You will read 3 professional articles/writings that you will need to do an annotation or a reflection.  Criteria will be given to you prior to each reading. 

 

6.                 Quick Writes

You will be given topics/suggestions/etc. that are possible classroom writing activities that you will be expected to do during class.  You will keep these in your resource notebook and label "In Class Writings".  You will be expected to share these with your peers. 

 

7.                  CORE ASSESSMENT 

Writing a Book for the Classroom and Developing a Lesson Plan to focus on the Writing Process

You will be writing a book that will be published.  The company producing the book has directions that must be followed for successful production of the book.  You will also do a rough draft since the final is what is actually published.  Do not let technology deter you from completing this project to the best of your ability.  If you feel it is necessary to use technology, you must plan in advance since technology does not always work as anticipated.  There is a firm date that the book must be finished since the company must meet their publishing deadlines.

 Also part of the requirement will be a reflective piece about the writing of your book.  Criteria will be given to you at the time it is assigned. This activity will stress higher level outcomes:  application to the classroom, analysis, synthesis/creative thinking, and evaluation/critical thinking.  This activity will be keyed to various MOSTEP standards so you can use it as an “artifact” in your departmental portfolio.

After publication you will design a lesson plan that uses your book to teach the development of writing skills/ideas or the writing process.  You will read your book and present your lesson plan to your peers.   You will be assessed on your ability to use your book to teach a lesson.  Part of your requirement will be a reflective piece about the process and the presentation.  You will receive a core assessment rubric to help with the development of this process.  This activity will be keyed to various MOSTEP standards so you can use it as an “artifact” in your departmental portfolio.

 

8.                  Final

The final exam will be a project based exam.  You will be able to select an option from a list of possibilities.  Options will vary, but each will stress higher level outcomes:  application to the classroom, analysis, synthesis/creative thinking, and evaluation/critical thinking.  They will be keyed to various MOSTEP standards so you can use them as “artifacts” in your departmental portfolio.

Grading:

   Attendance                                         2 points each session

   Quality Indicators                                            10 points each (rough draft included in 10 pts)

   Revision/Error Chart                                      15 points

   Academic Article Annotations                      15 points each

   Chapter Reflections                                         5 points each

    Quick Writes                                                  5 points each

    Resource Notebook                                         15 points

    Final                                                                     40 points

CORE ASSESSMENT

    Book                                                                   50 points

    Reflective Writing-Writing Process          20 points

    Book Reading/Lesson Presentation            30 points

    Written Lesson Plan                                      25 points

    Reflective Writing from CARS                    25 points 

Late Submission of Course Materials:

Timely completion is built into some assignment criteria.  Late work of daily assignments (i.e. quality indicators/standards, reflective writing, academic articles, etc.) will be accepted up to one week late, but the grade will be reduced an additional 10 percent of earned grade (i.e. if earned an 85% grade will be recorded as 75%).  Due dates are on the class syllabus and are handed in during class.  Late submission of  resource notebook, book submission, book sharing/lesson plan, and final will result in a grade reduction of 25%.  Absolutely no late work will be accepted after the assigned time of the final.  Any missing assignments after the final’s date will be recorded as a “zero”.  The children's book has to published on a date that was set spring, 2006.  Each student must plan accordingly.  No exceptions can be made since the book is the core assessment for this class; it is mandatory that the due dates are met.  The books must be mailed to be printed on the scheduled date the company has given.  

Classroom Rules of Conduct:

          As future teachers, the students in the environment should practice the dispositions that are listed in the Philosophy and Frameworks of the Education Department.  In short each member of the class should be polite, focused, and a positive participant in the classroom.  Everyone should be willing to share ideas and listen to others respectfully. 

                As computers and technology have made writing and revising easier and more productive, they have also created unique problems.  Printers run out of ink and hard drives crash. Be sure to save your work for backup purposes.  Students must be responsible for planning ahead and meeting deadlines.  The core assessment, a children's book, will be sent for publication on a predetermined date.  Since many students want to use the computer for the book, it is essential that students plan ahead and do test runs prior to the actual due date ensuring that the book is completed as desired.  The company publishes on a certain date and all books must be sent at the same time to meet the deadline for publication.  Using a computer is not a requirement for completion of the book.   

Course Topic/Dates/Assignments:

1

Jan. 16

Course introduction, in class writing

Assignment: Have a notebook to organize material (quality indicators, notes, readings, reflections, etc), Fletcher, Intro type reflection to discuss and turn in on 1-18)

 

Jan. 18

Importance of Writing, Triangular Perspective, Discuss Intro, Hand out book packets, Brief discussion of book

Assignment: Fletcher Ch. 1 (type reflection & discussion1-23) Read book packet before class on 1-23—the book will be discussed on 1-23---Post questions and comments on e-Companion)

2

Jan. 23

Discussion of BOOK, Quick Write, Fletcher ch.1

Assignment: BOOK is due 3-6, reflection of writing process of book is due 3-8

Fletcher ch 2 (1-25)

 

Jan. 25

Discussion of Writing Quality Indicators/Standards, Writing guidelines for indicators/standards, Fletcher ch. 2, Love of Language, Word Choice (6-Trait)

Assignment: Bring drafts of 1.1.1 & 1.1.2 1-30  for peer review, Fletcher Ch. 3 (1-30), Post questions/comments on e-Companion on 1.1.1 & 1.1.2

3

Jan. 30

In class writing, Peer Review of 1.1.1 & 1.1.2, Reinforce guidelines, Discuss SFE Dispositions

Assignment: Fletcher ch. 4 & 5(2-1), Re-do 1.1.1 & 1.1.2 and turn in drafts 2-1. (Please review the late policy)

 

Feb. 1

Discuss BOOK, Post ideas/questions about book, Fletcher 4 & 5, Specificity and Character Development, Word Choice, Quick Write

Assignment: Book is due 3-6, Fletcher Ch. 6 (2-6)

4

Feb. 6

Voice (6-Trait), Academic Article

Assignment: Academic Article Annotation (2-13), Fletcher 7 & 8 (2-8)

 

Feb. 8

 Fletcher 7 & 8 Beginnings/Endings, Organization, Ideas

Assignment: Bring in "stuff" about your book for peer discussion, Make sure you are communicating about book on e-Companion,  Annotation for article due (2-13), Re-do of 1.1.1 & 1.1.2 due 2-15 (not required -- if want to have re-graded)

5

Feb. 13

Quick Write, Discuss BOOK with peers, Motivation, Discuss academic article

Assignment: Fletcher 9 (2-15), “choice” Quality Indicator due 2-22

 

Feb. 15

Discuss Fletcher 9, Tension, Choice quality indicator

Assignment: Quality Indicator due 2-22

Fletcher 10 (2-20)

6

Feb. 20

Graves DVD, Discussion of Writer and Teacher of Writing

Assignment: Fletcher 11 & 12 (2-22), Choice Quality Indicator/Standard due 2-22

 

Feb. 22

 Discuss NCTE beliefs about teaching of writing

Assignment: Fletcher 13 & Final Thoughts (2-27) Make sure that you have the text Notebook Know-How -- readings will start after fall break, In Class Writing and peer discussion

7

Feb. 27

Final wrap up on Fletcher, Discuss NCTE beliefs about teaching of writing -- thoughts on how beliefs/ideas fit into your thinking

Assignment: Book is due March 6 – includes rough draft, final of the book in the packet in order, the letter signed for the publisher, orders for book (if any), reflection on writing process of the book is due Mar. 8

 

Mar. 1

Discuss Writing Process, Work Day

Assignment: Book due 3-6, Reflection is due 3-8, Notebook Know-How 1st reading/reflection due 3-22, Re-do of choice quality indicator/standard due 3-20  if want re-graded

8

Mar. 6

BOOK is due!!!  

6 Traits (evaluate student examples), Discuss Error/Revision Chart

Assignment: Book reflection is due 3-8

 

Mar. 8

Hand in Reflection of Writing Process of Book, 6-Traits (evaluating student examples)

Assignment: Academic article (3-22), Buckner Ch. 1 (3-22), Re-do, if wish, of Choice Quality Indicator/Standard (3-20)

 

Mar. 11-

Spring Break

 

Mar. 18

Spring Break

9

Mar. 20

Spelling, handwriting, quirks, Graves DVD

Assignment: Academic article (3-22), Buckner Ch. 1 (3-22),

 

Mar. 22

Writer's Notebook, Graves DVD, Quick Write

Assignment: Buckner ch. 2(3-21), 1.2.7 (4-5),  Book Reading/Lesson Plan (4-17), Error/Revision Chart (4-26), Reflection from CARS due the class after presentation, Final (5-3), Resource Notebook (5-3) 

10

Mar. 27

Discuss Writer's Notebook, Peer discussion of 1.2.7, post questions/comments on e-Companion

Assignment: Buckner Ch. 3 (3-29)

 

Mar. 29

Discuss Writer's Workshop, Quick write

Assignment: Buckner Ch. 4 & 5 (4-3), Academic Article (4-5), 1.2.7 (4-5)

11

April 3

Discuss Writer's Workshop

Assignment: Ch. 6 (4-5)

 

April 5

Discuss Academic Articles, Quick write

Assignment: Buckner Ch. 7(4-10)

12

April 10

Discuss Writing Objectively, emails, proofreading!!!

 

April 12

Allowing written expression that fits the child's life (journal article)

Assignment: Book Reading/Lesson Plan (4-17), Error/Revision Chart (4-26), Reflection from CARS due the class after presentation, Final (5-3), Resource Notebook (5-3) 

13

April 17

Share Book Reading/Lesson Plan

 

April 19

Share Book Reading/Lesson Plan

14

April 24

Share Book Reading/Lesson Plan

 

April 26

Share Book Reading/Lesson Plan

Hand in and discuss error/revision chart

15

May 1

Quick Write, finish discussion of writing

 

May 3

Share final projects with class, hand in resource notebook

 

May 8

Final 10:15-12:15 REQUIRED MEETING

Notice: Absolutely no late work will be accepted after the designated final date. May 8 at 10:15 am.

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 2006-2007 Undergraduate Catalog Page 87-89

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 2006-2007 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 "W".
  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 2006-2007 Undergraduate Catalog Page 89-90

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)
Evaluation: Student Reflection                                                                                                                                                                                                                             
Outcomes
A and C                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Student Reflections includes all of the following:
____Discuss the process of writing a children's book
____Relate the process of writing a children's book to teaching the writing process in a classroom
____Relate the process of writing a children's book to the development of writing skills/ideas
____Discuss the correlation between the children's book and lesson plan and its effectiveness when presented
____Appraise the student's ability to connect the children's book with an effective lesson
 
Student Reflection includes three of the following:
____Discuss the process of writing a children's book
____Relate the process of writing a children's book to teaching the writing process in a classroom
____Relate the process of writing a children's book to the development of writing skills/ideas
____Discuss the correlation between the children's book and lesson plan and its effectiveness when presented
____Appraise the student's ability to connect the children's book with an effective lesson
 
Student Reflection includes two of the following:
____Discuss the process of writing a children's book
____Relate the process of writing a children's book to teaching the writing process in a classroom
____Relate the process of writing a children's book to the development of writing skills/ideas
____Discuss the correlation between the children's book and lesson plan and its effectiveness when presented
____Appraise the student's ability to connect the children's book with an effective lesson
 
____Student Reflection has one or is missing. 
Synthesis:  Combine Lesson Plan with Student written story                                                                                                                                                                                                 
Outcomes
D and E                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
___Lesson and Student Written Story compliment and support each other.  
____Lesson Plan combines with the Student Written Story for an interrelated learning experience that blends into each other so that the transition is natural and unnoticeable.
 
___ Lesson Plan and Student Written Story are complete and teach to an identified topic.
___Lesson Plan and Student Written Story are connected to each other but learner can detect that they were two assignments that were blended
 
___Lesson Plan or Student Written Story is complete.
___ Lesson Plan and Student Written Story are only inferred to be connected
 
___ Lesson Plan and Student Written Story are incomplete
___Lesson Plan and Student Written Story are not connected
 
Analysis: Lesson Plan components                                                                                                                                                                                                                           
Outcomes
D                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Lessons include:
____  Standards (national, state, and local)
____ Anticipatory Set (creative, motivating, and lesson specific)
____ Objectives (measurable, motivating and match the lesson procedures)
____  Clarity of Procedures (steps) of lesson plan that are detailed, descriptive, and sequential.
____ Closure is brief, is motivating, assesses learning, and related to objective.
____ Creative and motivating adaptations/accommodations that are lesson specific for special needs

 
Lessons include:
____  Standards (National and State)
____ Anticipatory Set (lesson specific)
____ Objectives (measurable and related to lesson procedures)
____  Clarity of Procedures (steps) of lesson plan that are sequential
____ Closure is brief and assesses objective
____ Appropriate adaptations/accommodations for special needs that are lesson specific


 
Lessons include:
____  Standards (State)
____ Anticipatory Set (not lesson specific)
____ Objectives included, but not clearly related to the lesson.
____  Procedures (steps) of lesson plan must be interpreted
____ Closure is lengthy and teaches.
____Adaptations/accommodations for special needs are not lesson specific

 
Lessons lack:
___Standards
___Anticipatory Set
___Objectives that match the lesson
___Clarity of Procedures (steps)
     of lesson plan
___Closure
___Adaptations/accommodations
for special needs
 
Application: Usage of Lesson Plan                                                                                                                                                                                                                          
Outcomes
D                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____ Classroom ready Lesson Plan and Student Written Book with all materials needed and supplemental suggestions complete and included ____Classroom ready Lesson Plan and Student Written Book  with teaching materials needed included ____ Lesson Plan or Student Written Book are classroom ready
(materials described but not included)
 
___ Lesson Plan and Student Written Book are not classroom ready (Materials needed are not described or included) 
Content of Communication: Format and documentation                                                                                                                                                                                                         
Outcomes
A and G                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
___ Identified theorists with educational terms
___ Bibliography included for all sources used
___ Punctuation and grammar correct
___ Writing style reflects individual creative effort  
___Format is efficient, easy to follow
 
___  Able to use education terms correctly
___Bibliography for student's authored book only
___ Grammatically correct
___ Punctuation correct
___Format easy to follow
 
___ Generalized forms of speech in writing but not specific educational references or language.
____Bibliography for student's authored book incorrect
____No more than 4 errors in grammar/punctuation
____Format is inconsistent

 
_____Does not use educational references or language.
_____Grammar/punctuation is poor
____No bibliography for authored book
____More than 4 errors in grammar/punctuation
____No recognizable format
 
Technical Skill in Communicating: Formal Presentation                                                                                                                                                                                                      
Outcomes
A and F                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Presentation:
___ Easy to hear
___ Read book with meaning, inflections effective, and well practiced
___Demonstrated the mood of the writing when read
___Sequential and able to keep class's attention and involved members during the reading and/or lesson plan
____Rarely, if ever, needed to refer to the lesson plan during the presentation or discussion
____Included anticipatory set, reading of book, lesson plan presentation or discussion of the plan in its entirety, dressing professionally, and having a presentation style that matched the book and lesson
____Connected the presentation and the reflection  
 
Presentation:
___ Easy to hear
___ Read book with meaning, inflections effective, and well practiced
___ Sequential
____May have needed to refer to the lesson plan but once used easily demonstrated that information in plan was known and practiced
____Included anticipatory set, reading of book, lesson presentation or discussion of the plan in its entirety
____Discussed the reflection
 
Presentation:
____Difficult to hear half the time
____Read book with little expression and or in a monotone but obvious the book had been practiced
____Presentation was not sequential although all parts were present
____Referred to the lesson plan frequently
____Did not discuss the reflection
 
Presentation:
____Did not present
             or
____Difficult to hear
____Book was not read smoothly and it had not been practiced
____Presentation was not sequential and parts were missing
____Read from the lesson plan presentation
____Did not refer to the reflection

 
Disciplinary Competency: MoSTEP Indicator 1.2.7                                                                                                                                                                                                            
Outcomes
The pre-service teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.                                                                                                                                                                                                                                                                                                                                 
___ models exceptional verbal/nonverbal communication skills (no errors) 1.2.7.1
___ documents an sensitivity to cultural, gender, intellectual, and physical ability differences classroom communication and in responses to students' communications in each lesson/card. 1.2.7.2
____ documented multifaceted support and expansion of learner expression in speaking, writing, listening, and other media. 1.2.7.3
____  always uses more than three media communication tools 1.2.7.4

 
___ models effective verbal/nonverbal communication skills. (errors are few and do not disrupt communication) 1.2.7.1
___ documents sensitivity to cultural, gender, intellectual, or physical ability differences classroom communication or in responses to students' communications. 1.2.7.2
____  evidence of support and expansion of learner expression in speaking, writing, listening, and other media. 1.2.7.3
___ uses three media communication tools 1.2.7.4
 
____  inconsistent in modeling effective verbal/nonverbal communication skills (errors disrupt communication) 1.2.7.1
____  Inferred sensitivity to cultural, gender, intellectual, or physical ability differences classroom communication and in responses to students' communications. 1.2.7.2
____ unsubstantiated  support and expansion of learner expression in speaking, writing, listening, and other media. 1.2.7.3
____  uses at least two media communication tools 1.2.7.4

 
____  does not model effective verbal/nonverbal communication skills (errors are frequent and many) 1.2.7.1
____ does not demonstrate sensitivity to cultural, gender, intellectual, and physical ability differences classroom communication and in responses to students' communications.(biased information, i.e. favors girls) 1.2.7.2
____  does not support and expand learner expression in speaking, writing, listening, and other media 1.2.7.3
____ uses only one media communication tools  1.2.7.4

 
Disciplinary Competency: MoSTEP Indicator: 1.2.9                                                                                                                                                                                                           
Outcomes
The pre-service teacher is a reflective practitioner who continually assesses the effects of 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.                                                                                                                                                                                                   
____ applies and includes a multifaceted  self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them. 1.2.9.1  
____  uses a variety of documented resources available for professional development 1.2.9.2
____ practices and reflects upon professional ethical standards 1.2.9.3
 
____ applies a self-assessment and problem-solving strategy for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them. 1.2.9.1  
____ uses a documented resource for professional development 1.2.9.2  
____ practices  professional ethical standards 1.2.9.3  
 
____  a self-assessment or problem-solving strategy for reflecting on practice is included, but their influences on students' growth and learning, and the complex interactions between them is not included.   1.2.9.1  
____ evidence of but no documentation of resources available for professional development inconsistently or on a limited basis 1.2.9.2
____  fails to practice one of the  professional ethical standards 1.2.9.3

 
____  does not apply 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. 1.2.9.1  
____  does not use resources available for professional development 1.2.9.2
____ Fails to practice two of the professional ethical standards  1.2.9.3

 

Copyright:

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

Last Updated:12/28/2006 6:22:57 PM