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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

UU 2007 HO

Faculty

Hennessy, Gail B.

Title

Interim Program Chair Middle/Seconday & MAT

Office Location

Copley, Room 213/Room 211

Office Hours

Wednesday, 10:00-2:30

Daytime Phone

816-584-6323

E-Mail

gail.hennessy@park.edu

Semester Dates

June 4-July 29

Class Days

--T-R--

Class Time

8:00 - 10:30 AM

Prerequisites

EN 105, EN 106, Passing WCT and accumulation of at least 60 hours, 15 of which must be in education

Credit Hours

3


Textbook:

Fletcher, R. (1993).  What A Writer Needs. Portsmouth, NH: Heinemann.
 
Buckner, A., (2005). Notebook Know-How Strategies for the Writer’s Notebook. Portland: Stenhouse Publishers.

Additional Resources:

Bibliography EDU 300

 

Allen, J., (1999).  Words, Words, Words Teaching Vocabulary in Grades 4-12.

            York: Stenhouse Publishers.

 

Bomer, K., (2005). Writing a Life Teaching Memoir to Sharpen Insight, Shape

            Meaning---and Triumph Over Tests. Portsmouth, NH: Heinemann.

 

Buckner, A., (2005).  Notebook Know-How Strategies for the Writer’s Notebook. 

            Portland: Stenhouse Publishers.

 

Calkins, L. McC., (1994). The Art of Teaching Writing. Portsmouth, NH:

            Heinemann.

 

Culham, R., (2003). 6 + 1 Traits of Writing.  New York: Scholastic Inc.

 

Fletcher, R. & Portalupi, J., (1998). Craft Lessons Teaching Writing K-8. Portland:

            Stenhouse Publishers.

 

Fletcher, R. (1993).  What A Writer Needs. Portsmouth, NH: Heinemann.

 

Fox, M., (1985). Wilfrid Gordon McDonald Partridge.  Brooklyn: Kane/Miller

            Book Publishers.

 

Freedman, R., (1987). Lincoln A Photobiography. New York:  Scholastic Inc.

 

Graves, D.H., & Kittle, P., (2005). Inside Writing How to Teach the Details of Craft.

            Portsmouth, NH:  Heinmann.

 

Kirby, D., Kirby, D.L., & Liner, T., (2004). Inside Out Strategies for Teaching Writing.

            Portsmouth, NH: Heinemann.

 

Lane, B., (1993).  After the End.  Portsmouth, NH:  Heinemann.

 

Patz, N., (2003). Who Was the Woman Who Wore the Hat?.  New York: Dutton Books.

 

Ray, K. W., (2001). The Writing Workshop Working through the Hard Parts (And

            They’re All Hard Parts.  Urbana: National Council of Teachers of English.

 

Spandel. V., (2001). Creating Writers Through 6-Trait Writing Assessment and

            Instruction.  New York: Addison Wesley Longman, Inc.

 

Zemelman, S., Daniels, H., & Hyde A., (1998). Best Practice New Standards for

            Teaching and Learning in America’s Schools.  Portsmouth, NH: Heinemann.

 

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.
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Course Description:
A writing intensive course for those preparing to teach. Emphasis will be on writing 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 EN106 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 writing clearly and effectively 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
  2. analyze and interpret the quality indicators for his/her professional portfolio
  3. formulate a design for the writing process
  4. examine what a discourse community is
  5. analyze, evaluate, and reflect on professional/scholarly periodicals
  6. write a children's story with a clear beginning, middle, and end
  7. write a Lesson plan that incorporates the Children's book that they wrote.


  Instructor Learning Outcomes
  1. See attachment to approved learning outcomes.
Core Assessment:
Lesson plan using Student written story/book

Link to Class Rubric

Class Assessment:

CORE ASSESSMENT  (Students will be given CARS(rubric) with grading guidelines)

 
 
     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.  The book may not be turned in late.
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.  Yo 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 a "artifact" in your departmental portfolio.
 

Quality Indicators/Standards

An objective of this course is for each student to begin developing in write the needed quality indicators/standards and/or performance indicators for their professional portfolio.  The writing of the professional portfolio is a process that begins in EDU 105, Career Inquiry, and continues throughout the education courses.  The portfolio is a graduation and certification requirement.   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/standards on the due dates.  Grades will be reduced by 10% if not turned in on the due date and will not be accepted one week after due date. 

Resource Notebook

This is an organizational activity arranging materials collected (i.e. writing activities, reflective writings, error/revision 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.  

Reflections/Activities for Textbooks

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, toopics, etc.  The reflection should be typed and will be due the day the chapter(s) are discussed.

Reflections
You will address 3 performance indicators for 1.2.7.  You will need to do an annotation and a reflection for each.  Criteria will be given to you prior to each reading.  These then may be used in your portfolio as artifacts.

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 "Quick Writes".  You will be expected to share these with your peers.
 
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, quick writes, 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
 
Error/Revision Chart
Each student will produce a visual representation of his/her writing concerns involving errors and revisions.  Along with the visual representation a narrative is due explaining the gains the student has made by looking at his/her writing and ways this will help once the student is teaching.

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:

GRADING PLAN: 

 

CORE ASSESSMENT:
Book   40 points
Reflective Writing --  Core Assessment -- after the writing of the book -- section labeled from the CAR  20 points 
Written Lesson Plan   25 points
Book Reading/Lesson Plan Presentation    35 points
Reflective Writing -- Core Assessment--after reading and lesson plan -- sections labeled from the CAR     30 points
Total:  150 points

Quality Indicators/Standards   10 points each (will not take one week after due date -- 10% will be deducted if not turned in on due date)
Reflections/Annotations   15 points each
Attendance     2 points each session
Written Reflection on Chapters  5 points each chapter
Error/Revision Chart    25 points
Resource Notebook  15 points
Final     50 points

 

In addition, any student who misses three classes, regardless of whether or not the absence is excused, will be administratively withdrawn. 

 

Late Submission of Course Materials:

Timely completion is built into some assignment criteria.  Late work of daily assignments (i.e. quality indicators, reflective writing, annotations) 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 syllaus and are handed in during class.  Late submission of teaching activities, resource notebook, book sharing/lesson plan, and final will result in a grade reduction of 25%.  The authored book may not be turned in late due to publishing deadlines.  Absolutely no late work will be accepted after the assigned time of the final.  Any missing assignments after the finals date will be recorded as a “zero”.  The children's book has to be published on a date that has been set with the publisher.  Each student must paln 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 School for Education's Conceptual Frameworks -- Knowledge, Skills, Dispositions.  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 dates. 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 to the company at the same time to meet the deadline for publication.  Using a computer is not a requirement for completition of the book.

Course Topic/Dates/Assignments:

COURSE TOPICS/DATES/ASSIGNMENTS:

Week

Date

Topics/Assignments

1

June 5

Course introduction, in class writing, book packet distributed, Proofreading test, What We Know about Writing

Assignment: Read Fletcher Intro, Ch. 1 & 2 (bring to class June 7 typed reflection), READ book packet info

Authored BOOK due June 26

June 7

Quickwrite, Read & reflect on peer’s ideas to Fletcher, Discuss book packet, read examples, brainstorm ideas, Handout CARS, NCTE Beliefs, 6-Trait

Assignment: Read Ch. 3, 4, & 5 (typed reflection 6-12), Spend time thinking, discussing, and planning for your book,

Bring in 1.1.1 & 1.1.2 on June 14--DUE June 19

2

June 12

Discuss BOOK, discuss writing tips and Fletcher, Read academic article in class---Reflection/Annotation

Assignment: Read Ch. 6, 7, & 8 (typed reflection 6-14), Reflection/Annotation due June 14

BOOK DUE June 26, Look at 1.1.1 & 1.1.2 and address any of the “tips” in your indicators, bring 1.1.1 & 1.1.2 to class June 14---DUE JUNE 19

June 14

Quickwrite, Discuss Fletcher, portfolio, requirements, format, Writing ideas for classroom use (voice, vocabulary, beginnings, endings)

Assignment: DO 1.1.1 & 1.1.2 due June 19,

TWO WEEKS FROM TODAY BOOK IS DUE JUNE 26, Reflection of Book Process/Writing CAR DUE 6-28

Read Fletcher Ch. 9 & 10 (typed reflection 6-19)

3

June 19

Discuss Fletcher, Book Discussion, Classroom suggestions, 6 Traits

Assignment: Book 6-26, Reflection of Book Process/Writing CAR DUE 6-28, Read academic article to discuss 6-21, Reflection/Annotation due 6-28

June 21

Quick Write, Discuss academic article, 6 Traits,Writers' Workshop

Assignment: Book June 26, Reflection of Book Process/Writing CAR DUE 6-28

Book Reading/Lesson Plan due July18, Written reflection due the day after book reading/lesson plan, Final Project, July 26

4

June 26

BOOK DUE, Reflection of Book Process/Writing CAR DUE 6-28

Read and discuss article about writing, Reflect for 1.2.7 due July 3, Writer’s Workshop, Discuss 1.1.1 & 1.1.2

June 28

Discuss Book Reading/Lesson Plan--Due July 18
final

Writer’s Workshop, Spellling

Discuss next quality indicator

Assignment: Choice/ Quality Indicator due July 10, Buckner Ch. 1 (typed reflection July 3)

5

July 3

Writing Notebook, Quick Write,
Share Buckner Ch. 1
Assignment: Buckner Ch. 2(typed reflection, July 5)

July 5

Hand in choice quality indicator, discuss Buckner, Writing Notebook, 6 Traits or evaluation, Discuss reflect for 1.2.7

Assignment: Buckner 3 (typed reflection, July 10), Reflect for 1.2.7 July 10 

6

July 10

Writing Notebook, Focus lessons, discuss articles and Buckner

Assignment: Buckner 4 (in class, July 12) Ch 5 (typed reflection, July 12)

July 12

Computer Lab doing Chapter 4,

Assignment: Book Reading/Lesson Plan Presentation July 17, 19, 24, Quality indicator 1.2.7due July 17, Buckner Ch. Bring in books to do Ch. 6 & 7 (typed reflection 7-17),Error/Revision Chart due July 26, Final due July 26

7

July 17

Book Reading/Lesson Presentation, discuss error/revision chart and narrative, confidence in writers

Assignment: Error/Revision Chart with reflection due July 26, Final due July 26, and Resource Notebook due July 26

July 19

Book Reading/Lesson Presentation, Writing Objectively, Portfolio discussion, Error/Revision Chart

Assignment:  Resource Notebook, Error/Revision Chart & Narrative, and Final Due July 26

8

July 24

Book Reading/Lesson Presentation

July 26

Error/Revision Chart and Narrative due, Resource Notebook Check, FINAL and Share with class

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















 

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Last Updated:5/18/2007 10:53:49 AM