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EDE 311 Child Lit for ECE & ELEM Tchrs
Secor, Patricia A.


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.

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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.



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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 ECE & ELEM Tchrs

Semester

S1T 2011 DL

Faculty

Secor, Patricia A.

Title

Adjunct Faculty

Degrees/Certificates

MA Teaching and Teacher Education - University of Arizona
BA Spanish and Education - University of Albany

Office Location

Online

Office Hours

Anytime via email or phone for an appointment

Daytime Phone

307-421-6933

E-Mail

patricia.secor@park.edu

Semester Dates

S1T 2011

Class Days

TBA

Credit Hours

3


Textbook:

Galda, L., Cullinan, B.E., Sipe, L.R. (7th edition) Literature of the Child Belmont: Wadworth.                                                                                                             
ISBN 13-:978-0-495-83077-1

Additional Resources:

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     5 years

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    6 years

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    3. Your student indentification number
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Course Description:
EDE311 Childrens Literature for Early Childhood and Elementary Teachers: 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 good 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 literature with children in the classroom.

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:

Text Online Journal Entries -- Each student will do a weekly online journal entry about the week’s required readings. Each weekly entry should be a written reflection of the student’s learning, insights, connections, etc. See “Weekly Journal Rubric”  

CORE ASSESSMENT -- Development of a Children’s Literature Resource File – Each week during weeks 1-6, students will write annotations. The reading of quality children’s literature will be used to write the annotations. The professor will review the weekly annotations assisting the student to meet the necessary requirements to have a Children’s Literature Resource File that can be used in a future setting when working with children. Students should follow the rubric for the criteria to complete this task successfully. See “Weekly Annotation Rubric” 

Below is an explanation of what is needed:

Children's Literature Resource File

The resource file consists of brief but focused annotations for 100 children’s books. Each annotation should include the following:

  • Full bibliography for each book
  • The genre(s) it may be categorized under
  • The age level(s) it should be used with
  • A synopsis of the book. (Try to make it one sentence)
  • Describe what you think are the strengths of the book
  • Describe a potential problem or challenge of the book
  • Tell how you see the book being used with children at the intended age level. You may write in general terms and/or you may describe or list specific activities.

Please be diligent in your work. This is a resource that you can use one day in your classroom. Also this is a time that you have an opportunity to read, think, and evaluate literature for children. When in your own classroom, you will be able to impact children’s lives through literature; it is wise to start becoming an expert now! Enjoy and delight in the work you have in front of you!!!  

Please use my examples to help do this task:

  • There are 6 shared in DocSharing
  • You will contribute 45 annotations
  • Peers will share 5 (number of students enrolled times 5)

Each student must read and collect from the categories below:

Genre Organization
     5  Medal Winners
     5 Traditional/Folklore
    10 Fantasy (science fiction included)
     8 Realistic Fiction
     6 Historical Fiction
     6 Nonfiction/Biography
     5 Poetry
    45 Total annotations (your responsibility)

Children’s Literature Resource File -- Each student must then organize the annotations she or he has written along with the professor’s and peers’ annotations shared. The file must have a table of contents, each annotation must have student’s name, complete annotation, organized by genre and submitted during week 7. The core assessment rubric will be used to evaluate each student’s Children’s Literature Resource File. See “Core Assessment Rubric” 

Included will be

     45 annotations written by student
      5 annotations submitted by the professor
      5 annotations submitted by each class member
   100 Total annotations

Threaded Discussion/Attendance Each student will participate in a weekly discussion. The readings and posed questions will guide and stimulate the discussion for the course. Each student will post two initial postings a week and respond to three postings from class members. The responses should be specific, positively stated. A student may disagree with a posting but all comments should be professional, open, and considerate of all views. See “Weekly Discussion Rubric”

Oral Reading of a Children’s Book Each student will read and record a quality children’s book. The recording will be downloaded into e-Companion and the professor and peers will evaluate the reading. The professor has recorded 4 books and requests that students peer review the reading of the books to help them record their own book. Grades will be earned for the reading of the book and for reviewing the peers’ presentations. See “Children’s Book Reading Rubric”  

Author or Illustrator Presentation Each student will select an author or illustrator to research and review that person’s books. The presentation may be in written paper, PowerPoint, etc. In the presentation the background of the individual should be discussed, interesting facts related to the individual, discussion and review of 5 or more books from different genres that the individual has published should also be included. The presentations will be reviewed by the professor and peers. See “Author/Illustrator Rubric”  

Final Proctored Exam Each student must schedule and complete the proctored exam to pass EDE 311. The final proctored exam will be writing to two performance indicators to reflect and explain the learning the student has accomplished during the course. The exam will also include two artifacts or assignments completed during the course as a resource. See “Grading Rubric for Proctored Exam” and explanation of Children’s Literature Proctored Final. 

Grading:

Grading:

Activity

How many @ how many pts

Total Points

Journal

8 weeks @ 5pts

40

Weekly Discussion

8 weeks @ 15pts

120

Author illustrator presentation

Week 8

50

Oral reading of book

Week 4

35

Peer Review of Readings

10 required @ 5pts

50

Final

Week 8

30

Core Assessment

Week 1 5 annotations @ 3pt 15

Week 2-6, 8 annotations@ 3pt 120

Children Literature File week 7 40

175

Total

500

 

Grade

Point Range

A

450 and up

B

400 to 459

C

350 to 399

D

300 to 349

F

Less than 312

Late Submission of Course Materials:

Late Submission of Course Materials

All assignments should be typed. No handwritten assignments will be accepted.

All assignments must be turned in on stated date (per syllabus) unless otherwise changed by instructor or arranged with instructor prior to due date of assignment.

Late written assignments are subject to a 10% reduction in student's total possible points for that assignment. With prior notice and approval, designated written assignments may be made up in cases of legitimate absence. Park defines a legitimate absence as one which include a) your illness, b) a death in your immediate family, c) jury duty, d) generally recognized holidays, and e) approved activities where you are required to represent Park University. Please contact the instructor of the missed class before you will be late in submitting the assignments.

Classroom Rules of Conduct:

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.  

Course Topic/Dates/Assignments:
 Tentative Course Topics and Activities for EDE 311

Week

Topic

Reading Assignments

Assignments and when due

1

Introductions

Development of Children’s Literature Files

Finding Quality Literature for Children

Intro to, Quality examples of Elements of, Illustrations of Children’s Literature

Listen and see The Man Who Walked Between the Towers

Syllabus, course overview

Galda, Cullinan, Sipe Ch. 1, 3

Online Journal – Wed. midnight (CT)

Threaded Discussion (2) initial postings – Wed. midnight (CT)

Annotations (5) – Sat. midnight (CT)

Threaded Discussion responses (3) responses by Sat. midnight (CT)

2

Traditional Literature

“Letting Stories Live”

Listen to 2 Traditional Literature stories --- same story told by two different authors

Select author or illustrator for presentation

Hints on Oral Reading

Galda, Cullinan, Sipe Ch. 5

Read “Some Pigs!”

Online Journal – Wed. midnight (CT)

Threaded Discussion (2) initial postings – Wed. midnight (CT)

Annotations (8) – Sat. midnight (CT)

Threaded Discussion responses (3) responses by Sat. midnight (CT)

Select Author/Illustrator for Presentation by Sat. midnight (CT)

Proctored Exam – MAKE sure the form has been filled out and submitted

3

Fantasy  

Postmodernism

“Children’s Love”

Continued discussion on Hints for Oral Reading

Peer Review Professor’s Reading of Something Beautiful

Galda, Cullinan, Sipe Ch. 6

Read Kate DiCamillo’s Newbery Medal Acceptance Speech

Online Journal – Wed. midnight (CT)

Threaded Discussion (2) initial postings – Wed. midnight (CT)

Annotations (8) – Sat. midnight (CT)

Threaded Discussion responses (3) responses by Sat. midnight (CT)

Proctored Exam – MAKE sure the form has been filled out and submitted

The final exam may be reviewed when the student wishes (it is in Week 8 and not hidden)

4

Multicultural Literature

“Consider the Possiblities”

Peer Review begins

Select Contemporary Realistic Fiction books for Week 5 to read, reflect, and comment about during next week’s threaded discussion

Galda, Cullinan, Sipe Ch. 2 & Appendix A

Read “Learning a New Language as Portrayed in Children’s Picture books”

Review handouts “Examine the Cultural Being” & “Children’s Books & Multiple Interpretations of Cultural Experiences”

Online Journal – Wed. midnight (CT)

Threaded Discussion (2) initial postings – Wed. midnight (CT)

Book Reading (oral or video taped – downloaded for listening or viewing) and Anticipatory set in doc sharing by Fri. midnight (CT)

Annotations (8) – Sat. midnight (CT)

Threaded Discussion responses (3) responses by Sat. midnight (CT)

Proctored Exam – MAKE sure the form has been filled out and submitted

5

Contemporary Realistic Fiction

“Real is Too Real”

Lecture PowerPoint – Bibliotherapy

ENJOY listening to your peers’ readings!!!

Galda, Cullinan, Sipe Ch. 7

Read "Out of The Box: Critical Literacy in a First Grade Classroom"

Online Journal – Wed. midnight (CT)

Threaded Discussion

(2) initial postings – Wed. midnight (CT)

Peer Review of Book Reading by Fri. midnight (CT)

Annotations (8) – Sat. midnight (CT)

Threaded Discussion responses (3) responses by Sat. midnight (CT)

Proctored Exam – MAKE sure the form has been filled out and submitted

6

Historical Fiction

“Seeing Life Through Another Time”

Lecture PowerPoint – Historical Fiction

Peer Share Annotations

Organize Children’s Literature File

Galda, Cullinan, Sipe Ch. 8

Online Journal – Wed. midnight (CT)

Threaded Discussion (2) initial postings – Wed. midnight (CT)

Peer Share of 5 Annotations in DOC SHARING by Wed. midnight (CT)

Annotations (8) – Sat. midnight (CT)

Threaded Discussion responses (3) responses by Sat.

Proctored Exam – MAKE sure the form has been filled out and submitted

7

Biography/Autobiography

Nonfiction

“Engage Children with the Worlds Around Them”

Lecture PowerPoint – Biography/Nonfiction

Galda, Cullinan, Sipe Ch. 9 & 10

Read “An Interview with Russell Freedman” , Letter to the Editor by Jonda C. McNair, and “Will the Real Abe Lincoln Stand Up?” 

Online Journal – Wed. midnight (CT)

Threaded Discussion (2) initial postings – Wed. midnight (CT)

By Friday midnight CT, upload your completed literature resouce paper   Children’s Literature File w/ 100+ annotations by Fri. midnight (CT)

Threaded Discussion responses (3) responses by Sat.

Author or Illustrator Presentation  is due by Monday midnight CT of week 8.

8

Poetry

“The Sound of Language”

“How Engaged are you in the World of Children’s Literature?”

Enjoy and Review Peers’ Author or Illustrator Presentations

Galda, Cullinan, Sipe Ch. 4 & 11 or 12 (depending on the grade/age level interested in and/or certification area)

Read Gerstein Caledecott Acceptance Speech

Author/Illustrator Presentation in Doc Sharing by Mon. midnight (CT)

Threaded Discussion (2) initial postings – Wed. midnight (CT)

Peer Review of Author/Illustrator Presentations by Thur. midnight (CT)

Threaded Discussion responses (3) responses by Sat.

Final Proctored exam by

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2010-2011 Undergraduate Catalog Page 95-96

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







 

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Last Updated:12/21/2010 9:26:26 AM