Syllabus Entrance
Printer Friendly
Email Syllabus
Education Major Version

EDE 311 Child Lit for ECE & ELEM Tchrs
Mehl, Nancy


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

EDE 311 Child Lit for Early Childhoodand Elementary Teachers

Semester

SP 2009 HO

Faculty

Mehl, Nancy

Title

Adjunct Faculty

Degrees/Certificates

Elementary Education/K-8
Learning Disabilites/K-9
Reading /K-12

Office Location

Copley 211

Daytime Phone

816-453-3867

Other Phone

816-809-0857 (cell)

E-Mail

nancy.mehl@park.edu

mehlnk@aol.com

Semester Dates

Jan. 12- May 8

Class Days

M & F

Class Time

11:15- 12:40

Credit Hours

3


Textbook:
 

Cullinan, B., & Galda L. (2006) Literature and the Child (6th ed.). New York:  Harcourt Brace.
Purchase of this text is strongly recommended.  A 3" three ring notebook and dividers are required.

Textbooks can be purchased through the MBS bookstore

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 survey of traditional and modern literature best suited to children from early childhood through the elementary grades. An attempt is made to develop an appreciation for prose and poetry suitable for children of different ages. 3:0:3.

Educational Philosophy:
 

The instructor's philosophy is one of interactiveness based on literature readings, lectures, dialogues, presentations, projects, and writings. The instructor will engage each learner in developing a love for quality children's books, a feeling for the wonderful possibilities of children's books, the ability to select and use children's books critically, and the desire to share good children’s literature.

Learning Outcomes:
  Core Learning Outcomes

  1. Use available resources to access a wide variety of good literature for children.
  2. Critically discuss and evaluate literature for children by using theories, terminology and standards currently used by professionals who know the field of children's literature.
  3. Develop instructional activities for engaging children with literature, and for using literature across school subject areas.
  4. Select children's literature that is appropriate in terms of children's developmental levels as well as their prior knowledge.
  5. Describe the possibilities for celebrating a diverse culture through children's literature; In addition, incorporate books representing many types of people within instruction.
  6. Effectively and confidently, present children's books to children and colleagues.
  7. Collaborate with colleagues to share books, resources and ideas within the professional community.


Core Assessment:

Resource file of 100 annotations of children’s books.

Link to Class Rubric

Class Assessment:
 

  1.CLASS PARTICIPATION

“Participation” means

  • Reading assignments before their due dates so you are able to fully participate in and contribute to class discussions.
  • Bringing in children's books for sharing with the class. On lecture days, bringing in examples of books that fit the genre of that week. 
  1. TWO BOOK SHARING PRESENTATIONS

Read a book to our class

Select a book that you love and practice reading it aloud several times to yourself and others using the elements discussed in class and in the text.  This will ensure an expressive, attention maintaining presentation. Your grade will be based on the instructor’s scoring guide and included as part of your final grade. Classmates will also give input to the reader. 

Your self- reflection of your reading experience should be two or more typed pages in length and should include:
what you think went well
what you think did not go well
what you would do differently next time
your response to the class critiques
general reflections about what you learned from doing this 
how you felt before, during, and after your presentation. 
 
Submit your reflection paper to the instructor the class period after you have read your book aloud to the class. 

  • Lesson Plan using a Book: Students are to select and read a book to the class that lends itself to an activity which strengthens a child's reading skills, emphasizes reading strategies, and/or encourages a love of reading.  The lesson plan format will be provided by the teacher. These book sharing presentations should have three distinct parts

                                                            1.      Some motivational activity or device to gain attention, build motivation, and tap into prior knowledge. It is important to include some open-ended discussion. This is called an anticipatory set

                                                            2.      Reading all or parts of the book in a well practiced, interesting manner.

                                                            3.      An activity that relates to the book. Again, incorporate open-ended discussion. There are a wide range of possibilities, but the activity should do one or more of the following:

1.      Integrate with teaching topics and learning outcome.

2.      Allow students to express themselves creatively

3.      Help students understand the diversity in our society.

4.      Build literacy (reading, writing, speaking, listening, critical viewing, visually representing)

On the day of your presentation you will submit a two page typed lesson plan with a copy for each class member and the instructor. 
 
It should contain the following: .
Full bibliography  (title, author, illustrator, copyright date, publishing company)
Short synopsis of the book
Anticipatory set description
Detailed information concerning your activity
accommodations or adaptations for special needs students
 
The class period after your lesson, you should submit your self-evaluation of two or more typed pages.
It should include the following: 
what you think went well
what you think did not go well
what you would do differently next time
how you decided on the book
how you decided on the activity
how you went about planning
other ideas you may have come up with before, during, or after your presentation
general reflections about what you learned from doing this

·        Accommodations and/or Adaptations for Special Needs Students in the Regular Classroom

There will be discussion focusing on the needs of diverse learners. Lesson plans must have two identified areas. Each identified area needs two or more possible interventions or considerations. Points are assigned to this and can be found in the grading plan section of the syllabus.

 
CORE ASSESSMENT     Children's Literature Annotations File 
                          (You will receive a CARS (rubric) to use while developing your file)
The annotations file consists of brief but focused reviews of 100 or more children's books that you have read this semester.  Each annotation should include the following:

·        Full bibliography using APA or MLA format
·        Genre(s) 
·        Age or grade levels
         Awards  received
·        Synopsis of the book (one or two sentences) 
·        List three or more strengths of the book
·        List potential concerns/problems/challenges the book might present 
·        List four or more activities /uses for the book
.        Your rating of each book 

You may keep your file on note cards and store them in a card file or work on the computer and keep your annotations in a notebook (the mostly frequently used method).  You will most likely use at least parts of this file as portfolio artifacts for the departmental portfolio on which you are working.    It is important that each annotation is done accurately and neatly.  There must be a table of contents and an explanation of how the annotations are organized.

Since many people use their children's book annotations file in their classrooms, the file should be easy to use and well-organized.  You will notice in the syllabus that there are dates for “progress checks” on the annotation files.  This is to help you avoid procrastination and give you feedback as to your progress.

Book Genres and Distribution of Annotations
Distribute your reading as follows:
 
  • Mark Twain or Newbery winners    10
  • Caldecott winners                            15
  • Poetry                                               5 
  • Folklore                                          10
  • Modern Fantasy                              10
  • Science Fiction                                  5
  • Realistic Fantasy                              10
  • Historical Fiction                              10
  • Non-fiction                                      10
  • Biography/autobiography                   5
  • Your choice                                     10

     Many students choose to read genre by genre, as we discuss them in class.   You may count a book only once in your 100 or more annotations, even if it fits more than one category.  You will need a table of contents with an explanation of your organization system.  Follow the core assessment rubric for writing your annotations. 
    You should include at least 10 chapter books.  If your true interest is in grades 4-6, you probably want to read a larger proportion of such books.  You want to be able to use this resource in your classroom one day.  Think about what would benefit you most.  If you decide to read a majority of longer books and are having a problem reading the number needed, see the instructor for ideas of ways to preview a book without reading every word.  

    For your annotations, strive to select quality children's literature.  Many books are not of the quality to be used as read alouds in our class or to your future students.  The Cullinan text has an excellent bibliography of quality literature. The instructor will provide you with other sources for bibliographies of quality.  You will want literature to inspire, delight, provoke thought, etc. in your students.  Do not settle for less in your annotations file.

4.   Resource Notebook

This is an organizational activity arranging teaching handouts from instructor,  lesson plans from fellow students, and any pertinent materials which you may want to add.   A three inch three ring notebook with dividers is recommended.  This notebook must contain a Table of Contents and be divided logically into various categories for easy future use.  The date of submission is listed in the Course/Dates section.

5.   Project-based Take-home Midterm and Final These exams will actually be open-ended activities that will allow you to integrate ideas from your reading to higher levels of learning. Early in the course, you will receive a set of options. You will then select two of these options to complete over the specified time. Options will vary, but each will emphasize 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/Participation                                                                   5 points each session

                Annotations                                                                                        2 points per annotation

                Resource File Organization                                                              25 points

                Book Reading                                                                                   25 points

                Book Reading self-reflection paper                                                 15 points

                Book Reading/Activity/Lesson Plan Presentation                          25 points

                Reading/Activity/Lesson self-reflection paper                                15 points

                Reading/Activity/Lesson Written Plan                                             25 points

                Accommodation/Adaptation for Special Needs                                10 points

                Teaching Resource Notebook                                                           25 points

                Midterm/Final Project                                                                        50 points each
 
               Author or Illustrator Presentation                                                       25 points
               

Late Submission of Course Materials:
 

Timely completion is built into assignment criteria. 
 
Failure to attend class and not turn in daily assignment will result in loss of five points per session.
 
Late submission of annotations, presentations, take-home midterm exam, group presentation, resource notebook, and take-home final exam will result in grade reductions of 25%. each class period. 
 
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”.
 
Each set of annotations must be handed in as a completed unit of 25 annotations to receive credit.

Classroom Rules of Conduct:
 

           As future teachers, the students in the environment should practice dispositions that are listed in the Philosophy and Frameworks of the Education Department. Each class participant should be a positive, polite contributor to the classroom.   

                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. Students must be responsible for planning ahead and meeting deadlines. Be sure to save your work for backup purposes. 

*Please do not use cell phones or text messaging during class.    

Course Topic/Dates/Assignments:

Date

Topics/Assignments

Jan. 12

Course intro, Review syllabus, Genres in children's literature, Explanation of annotations, Tips for media center use 

Assignment:

-Locate a library convenient to you and begin reading (follow guidelines)

-Compile a list of books you enjoyed as a child
-Select a Caldecott book to show at next class
-ANNOTATIONS

Jan. 16 

Evaluating children's books, Sharing books with children, Book awards, Tips for reading aloud   
Present your Caldecott book to class
Share your list of favorite books
Practice reading aloud with a partner

Assignment:

-Read Cullinan, chpt 1 Children’s and Adolescent Literature: Yesterday, Today, and Tomorrow & Appendix E (History of Children's Lit)

-Select your book reading date (Feb. 2 or 6)

-ANNOTATIONS 

Jan. 19

MLK Day- no class
Jan. 23
Discuss chpt 1
Assignment:                                                                                     Read Appendix A thru E
-ANNOTATIONS
Jan. 26
Continue chpt. 1 and all Appendixes
Assignment:
Read chpt. 2 The Art of Picture Books
-ANNOTATIONS (Bring one or two annotations to next class)

Jan. 30

Discuss chpt. 2
Share annotations with a partner

Assignment:

-Prepare for your book reading to class

-ANNOTATIONS

Feb. 2

Class book reading (reflection paper due next class)

Assignment: 

-ANNOTATIONS

Feb. 6 

 Class book reading (reflection paper due next class)
Assignment:
-ANNOTATIONS
-Read chpt. 3  Content of Picture Books

 Feb. 9

Discuss chpt 3
Postmodernism

Assignment

Read chpt  4, Poetry and Verse

-ANNOTATIONS

 Feb. 13

Discuss chpt. 4
Group poetry reading
Mid-term(March 6) and final(April 27) project options distributed
Assignment:
-ANNOTATIONS  
-
Select your mid-term project and develop a  time line for completion
Feb. 16 President's Day - NO CLASS

 Feb. 20

Cont. chpt. 4

Assignment:

1st Annotations check. You should have completed 25 annotations.   Files will be collected, checked and returned.

-ANNOTATIONS 
_Read chpt. 5  Traditional Literature/ Folklore 

 Feb. 23

Discuss chpt 5

 Assignment:

-ANNOTATIONS

 Feb. 27

Continue  chpt. 5

Assignment

-Begin preparing for your lesson plan presentation

-ANNOTATIONS
-Read chpt. 6 Modern Fantasy/Science Fiction

 Mar. 2

Discuss chpt. 6
Assignment:
-ANNOTATIONS

 Mar. 6

Continue chpt. 6
MID-TERM PROJECT DUE
Discussion and questions on Reading/Activity/Lesson Plan Presentations
Select date for your Lesson/ Activity presentation (March 23 - April 24)

Assignment:

-ANNOTATIONS
-Read chpt. 7 Contemporary Realistic Fiction
Mar. 9 Spring Break- NO CLASS
Mar. 13 Spring Break- NO CLASS

Mar. 16

Discuss chpt. 7 

2nd Annotations check.  Turn in your second set of annotations.  You should have completed a total of 50 annotations. 

Assignment:

 -ANNOTATIONS
-Lesson Plan Preparation as applicable
Mar. 20
Cont. chpt. 7
Questioning techniques
Assignment:
-ANNOTATIONS

Mar. 23

Reading strategies, Teaching ideas and resources, Parent tips
Lesson  presentation #1 (Lesson/activity plan paper is due on date of presentation with copies for all.  Reflection paper due next class period.  Follow directions given in assessment section.)
 Assignment:
-Read chpt. 8 Historical Fiction
-ANNOTATIONS

Mar. 27

Discuss chpt. 8 
Lesson  presentation #2

Assignment 

-ANNOTATIONS

Mar. 30

Cont. chpt. 8
 Lesson presentation #3
Assignment:
-ANNOTATIONS
Read chpt 9 Biography/ Autobiography

Apr. 3

Discuss chpt 9
Lesson  presentation #4

Assignment:  

-ANNOTATIONS

Apr. 6

Continue chpt 9
Lesson presentation #5

Assignment:

3rd annotations check  Turn in your third set of annotations.You should have completed a total of 75 annotations. 

-ANNOTATIONS
Read chpt 10 Non-fiction
Apr. 10 Good Friday- NO CLASS

Apr. 13

Discuss chpt 10
Lesson presentation #6
Assignment
:

-ANNOTATIONS

Apr. 17 

Cont. chpt. 10 

Lesson presentation #7

Assignment:

-ANNOTATIONS
Read chpt 11 Building a Culturally Diverse Literature Collection

Apr. 20

Discuss chpt 11

Lesson presentation #8

Assignment:

-ANNOTATIONS

Apr. 24 

Cont. chpt 11
Lesson presentation #9

Assignment:

-ANNOTATIONS
Read chpt 12 Developing Responsive Readers

Apr. 27

Discuss chpt. 12 

FINAL PROJECT DUE

Assignment:

-ANNOTATIONS

May 1

Cont. chpt. 12
RESOURCE NOTEBOOK DUE

Assignment:

-ANNOTATIONS
Read chpt 13 Literature-Based Instruction in Pre-school and Primary Grades

May 4

Discuss chpt. 13
ALL 100 OR MORE ANNOTATIONS DUE
 (Annotations must include a numbered Table of Contents which may be grouped alphabetically by title or genre)

Assignment:

-Prepare to present your author or illustrator to class

May 8 

Author /Illustrator Presentations
Assignment:
-Prepare to discuss your final and midterm project
FINALS
WEEK 
Celebrate reading by selecting our favorite books 
Share your final and mid-term projects
NOTICE:  Absolutely no late work will be accepted after today’s class.
Assignment:
Share your love of reading with everyone you know!

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
Attendance is important as much of our work cannot be made up outside of class.  A chapter summary from our Cullinan text must be submitted for each absence.  After two absences, a student must submit written verification for reason of absence.  Grades may be lowered for excessive absences.

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                                                                                                                                                                                                                                                 
Outcomes
4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
When appraising children's literature more than three strengths and well stated concerns  demonstrate insight of each book evaluation. When appraising children's literature three strengths and valid concerns will be sited for each book evaluation. When appraising children's literature less than three strengths, no concerns, or strengths/concerns are repetitious within the book evaluations. When appraising children's literature, strengths and concerns for evaluating children's books are lacking. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
When evaluating children's literature the student sites more than 5 uses for each selection and the uses vary in type. When evaluating children's literature the student has a minimum of  5 uses and develops variety in the uses for each selection. When evaluating children's literature the student has less than 5 uses and lacks variety in the uses for each selection. When evaluating children's literature the student does not note uses for each selection. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The student demonstrates an understanding of a child's development intellectually and emotionally documenting specific information relating each literature selection to grade/age level  i.e. lesson ideas for different levels The student demonstrates an understanding of a child's development intellectually and emotionally identifying a reasonable and justified grade/age level for each selection. The student demonstrates a limited understanding of a child's development intellectually and emotionally identifying a grade/age level for each selection but each is not reasonable or justified. The student does not demonstrate an understanding of a child's development intellectually and emotionally lacking grade/age level for each selection. 
Application                                                                                                                                                                                                                                                
Outcomes
4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The student demonstrates an ability to formulate an organizational system for the resource file that shows considerable efforts including resources i.e. internet, author information, etc. The student demonstrates an ability to formulate an organizational system for the resource file that is classroom ready, easily accessible and flexible. The student does not have  a resource file that is classroom ready and its organization is poor and/or not accessible demonstrating a lack of understanding when formulating an organizational system. The student does not have a resource file that has any organization (i.e. selections are placed with no order in mind) demonstrating an inability to formulate an organizational system. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
1, 5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
The student inventories each resource selection with a unique presentation and a complete and consistent bibliography format.  The student's literature selections are from both current and classical literature focusing on a child's development intellectually and emotionally using a wide variety of topics and genres. The student inventories each resource selection with a complete and consistent bibliography format.  The student's literature selections are examples of quality literature with an understanding of genre and a wide variety of topics (30). The student inventories each selection with a mostly complete bibliography.  The student's literature selections are limited, genres are confused 20% or less of the time and the variety of topics is less that 30. The student inventories selections with missing key information in the bibliography.  The student's literature selections are weak/poor, genre selection is nonexistent and variety in topics is lacking. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The student has examined, acquired and inventoried 110 or more selections (books) for the resource file having a wide variety of authors.  The selections are formatted(i.e. APA, MLA, etc)  with cross references ( i.e. genres, age/grade, themes) and excellent conventions (i.e. grammar, punctuation, etc.) The student has examined, acquired and inventoried 110-100 selections (books) for the resource file having a wide variety of authors (85).  The selections are formatted consistently (i.e. APA, MLA, etc) organized (i. e. genre, age/ grade, themes) and care has been taken in conventions (i.e. grammar, punctuation, etc.) The student has examined, acquired and inventoried 99-90 selections (books).  The selections are inconsistent in format but organized in a manner that includes information (i.e. genre, grade/age, themes) and care has been considered but may be inconsistent in conventions (i.e. grammar, punctuation, etc.) The student has examined, acquired and inventoried fewer than 90 selections (books).  The selections are inconsistent in format and or organized lacking/missing information 
Disciplinary Competency:                                                                                                                                                                                                                                   
Outcomes
MoSTEP Indicator 1.2.7 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

____ unsubstanuated 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:                                                                                                                                                                                                                                   
Outcomes
MoSTEP Indicator: 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:1/1/2009 4:12:26 PM