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Education Major Version

EDU 210 The School as a Social System
Wolf, Amy


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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

Park University School for Education  Conceptual Framework


Course

EDU 210 The School as a Social System

Semester

SP 2012 HO

Faculty

Wolf, Amy

Title

Assistant Professor and Chair of Leadership and Early Childhood Education

Degrees/Certificates

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

Office Location

Copley 320

Office Hours

CST: Tuesdays 11:45 a.m.-1:45 p.m. and 9 p.m.-10 p.m. (virtual only); Thursdays 11:45 a.m.-2:45 p.m. Please call or text mobile phone for urgent inquiries!

Daytime Phone

816-590-8282 (mobile)

Other Phone

913-432-7803 (home) 816-584-6303 (office) 816-584-6335 (SFE office)

E-Mail

amy.wolf@park.edu

Semester Dates

January 17-May 8, 2012

Class Days

--T-R--

Class Time

10:10 - 11:25 AM

Credit Hours

3


Textbook:
Mondale, S. & Patton, S (Eds.) (2001). School: The American Story of American Public Education. Boston: Beacon Press.  ISBN:  9780807042212

 
Ornstein, A. & Levine, D. (2010). Foundations of Education (11th Edition). New York: Houghton Mifflin Company. ISBN: 9780495808954
 
Please Note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification tracks), must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions: 

1.      Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation. 

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year

 $30.00

$30.00

 2 years

 $59.00

$29.50

 3 years

 $87.00

$29.00

 4 years

 $112.00

$28.00

 5 years

$120.00

$24.00

6 years

$125.00

$20.83

2.      Send an email to Carol Williams (carol.williams@park.edu) with the following information:

a.      Your Name

b.      The Contract Period you wish to purchase

c.      Your student identification number

d.  Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and Leadership, need to request purchase of the NAEYC portfolio).

3.      Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.

4.      Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step.

Textbooks can be purchased through the MBS bookstore

Additional Resources:
There are a number or resources including websites and videos that are available throughout the semester.

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

Educational Philosophy:
The professor draws from Howard Gardner's theory of multiple intelligences, in that it is important to allow for diverse learning styles in all classrooms. Further, she believes in the fact that individuals learn through collaboration and construction of their own knowledge. In other words the professor draws heavily from theorists such as Dewey, Vygotsky, Piaget, Bruner to name a few. The professor provides time to share personal experiences and ideas to understand multiple perspectives. The class is organized in the style of a seminar including techniques such as: dialogue, demonstration, observation and reflection, library/internet research, collaborative group projects and presentations.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify, describe, and explain key concepts related to the USA's historical, philosophical, social, political, legal, and global issues in the field of education.
  2. Develop a comprehensive synthesis on the cultural context of education by focusing on teachers and learners, teachers and teaching, students and schools, and schools and society.
  3. Define, describe, and analyze five or more critical issues of diversity in schools.
  4. Demonstrate knowledge and effective use of professional literature in the field of education.
  5. Examine the teaching profession through personal reflections and by engaging in thoughtful discussions with peers.
  6. Write a personal philosophy of education grounded in six or more beliefs, supported by three or more evidenced-based theories, which are also tied to best practice within the field of education.
  7. Demonstrate a thorough applied knowledge on the concepts and operations of electronic assessment and portfolio systems.


Core Assessment:

All Park University courses must include a core assessment that measures the relevant Core Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities.  The core assessment for this course is the philosophy of education.  The philosophy will be developed throughout the course and completed at the end of the 4th module. (200 points)  While this activity is required, its weight related to the grade computation is to be at least 20% of the total grade for the course.  (Rubric Attached) {Assesses outcomes 1, 2, 3, 5, 6}


 

Link to Class Rubric

Class Assessment:
*A project packet with complete descriptions and scoring rubrics is available in Doc Sharing in E-Companion.

Active Class Participation: (pts.) Evidence of reading assignments through application of ideas is evident through class dialogue (or discussion board when applicable). Dialogue questions are distributed in E-Companion prior to each class. Teacher candidates must demonstrate careful reflection on the content throughout the class discussions.

NOTE ON WRITTEN ASSIGNMENTS: Teacher candidates should write all papers in order to explain all information (assume that the reader does not understand the information presented). This form of writing will enable the students to explain their ideas and understanding of content to the professor. Furthermore, this form will better enable candidates to explain ideas to family members of children/youth with whom they will work in the future.

Philosophy of Education Outline (28 pts)-Candidates provide a skeletal structure that will lay the organizational structure for the Philosophy of Education that is written as the Core Assessment for EDU 210. Refer to the “Philosophy of Education Outline” form and Description-Completing the Philosophy of Education Outline” document to complete the assignment. Completed assignments will be submitted through the “dropbox” labeled “Philosophy Outline”.

Mid-term Activity (45 pts)-Candidates will choose one of four activities to complete the requirements for the Mid-term Activity. Activities are related to Chapter 5 (historical development of American education), Foundation of Education (Orstein, et al., 2011). Activity choices have the same requirements but different content and differing presentation. The first content choice focuses on historical facts and influential individuals. The second content choice focuses on education in a culturally diverse society from a historical perspective. Regardless of content, candidates have a choice of four to five ways to present the content. These presentations may include 1.) A written paper APA style 2.) A PowerPoint presentation; 3.) Designing a Wiki with content; 4.) Creating a YouTube video explaining content; 5.) Pre-approved method of candidate’s choice. Regardless of method of presenting information, references listed in APA style must be included. Completed assignments will be submitted through the “dropbox” labeled “Midterm activity”.

Peer Review of Philosophy Paper (The first peer review of the outline will be worth 10 points. The second peer review of final paper will be worth 30 pts) -Candidates will have the opportunity to work with a classmate throughout the class. Classmates will serve as the “official editors” of one another’s philosophy papers; as editors, you will be responsible for editing the first and final drafts of your partner’s philosophy paper. You may submit your philosophy of education to the Park University Academic Support Center (http://www.park.edu/Support/writing.asp). Save in Rich Text Format (RTF) so your partner will be able to read your paper regardless of the software program they use. Philosophy papers will be submitted on the appropriate discussion board for review.

Personal Philosophy Paper (117 pts)-The Personal Philosophy Paper (including the Philosophy Outline) is the core assessment for EDU 210. The formation of a philosophy of education is a developmental process shaped by our life’s experiences and education. Beliefs about knowledge, from where it comes, and how individuals learn and teach are already formed. The philosophy assignment is designed to facilitate examination and expression of beliefs. Completed assignments will be submitted through the “dropbox” labeled “Personal Philosophy Paper”.

Final Project (60 pts) School Construct Project: A philosophy statement becomes a “living and breathing document” when it is applied in meaningful ways. Teacher candidates will design an ideal school that is reflective of philosophy and present it to the class. The school must reflect the philosophy of education. Candidates will include a description of the community where the imaginary school is located; how the school functions (board of directors, school board, etc.); a vision and mission statement that is tied to personal philosophy and is reflective of the community; and the physical space (blueprint) that reflects the philosophy. At the end of the semester, teacher candidates present their designs and ideas for the School Construct. Use of technology enhances the presenter’s communication skills. Creative expression throughout the presentation engages other candidates within the presentation.

Opportunities for Extra Credit:

Current event pertaining to education-(up to 10 points). Each student may bring in a copy of a “news” story or post a link regarding an issue related to one of the educational topics we will discuss during the course of our sixteen weeks together. The relevance to our course needs to be established and a link to either or our texts including page numbers of relevant information. (5 points each)

Attend a professional meeting (SNEA, ASCD, etc.). (up to 5 points) Submit notes for points. (5 points)

Grading:
Classroom Participation                                                140 (first class, peer reviews and work day are excluded)

 Mid-term activity                                                         45

 Philosophy of Education Outline                                   28

Peer Review of Philosophy Outline                                10

 Peer review of Philosophy of Education                        30

 Philosophy of Education                                               117

 School Construct: Final Project/presentation                 60

Final Grade

90-100% = A

80=89% = B

70-79% = C

60-69% = D

59% and below = F

Late Submission of Course Materials:

Teacher candidates must follow the criteria outlined and abide by the due dates for each project. Late submissions are accepted only with prior approval from the professor. Twenty percent of the total points (for the project) may be deducted if the professor accepts the paper as a late submission. It is the teacher candidate’s responsibility to contact the professor prior to due date if he/she does not understand the criteria for the assignments as explained.

Classroom Rules of Conduct:
Reading/Class Participation Teacher candidates are required to read the textbook chapters in order to participate in class discussion boards. Small group work includes dialogue and problem solving throughout the semester. Individual teacher candidates can receive partial points for class participation. The class projects are based on contents covered in the text and class dialogue.

Writing Assignments Scoring guides that include format for written assignments are provided for the course. Teacher candidates should attend the writing center to ensure that papers do not bear any technical writing and typological errors. Teacher candidates must cite references using APA style within the contents of the paper. Teacher candidates should write papers in order to explain all information (assume that the reader does not understand the information presented). This form of writing will enable the students to explain their ideas and understanding of content to the professor. Furthermore, this form will better enable students to explain ideas to family members of children with whom they will work in the future. All written papers should be saved for the purpose of revision. Teacher candidates are allowed to make one revision for each written project if the grade is less than ninety percent and submitted on time. The due date for the revised papers is one week after they have been returned to students.
 
Mobile Phones should be off or in the vibrate position. Mobile phones and texting are not to be used during class UNLESS there is an emergency (e.g. sick child, etc.)
 
Computers should be used to support learning. Surfing the internet, playing games, etc. will effect participation points in class.

Course Topic/Dates/Assignments:
 

Week

Day/Date

Topic

DUE THIS Class period

Readings for this class period

Week 1

Tuesday

January 17

Introductions

Syllabus and Project Packet

Thursday

January 19

 The Story of American Public Education,

Mondale p. 1-60

Week 2

Tuesday

January 24

The Common School

PBS Video Series 1770-1890

Thursday

January 26

The Common School

 

Overview of Philosophy of Education Outline

PBS Video Series 1770-1890

Week 3

Tuesday

January 31

Theories and theorists of Education

Selected Readings

Thursday

February 2

Happy Groundhog Day!

Theories and theorists of Education

Selected Readings

Week 4

Tuesday

February 7

As American as Public School

Discuss Mid-term activity

Mondale p. 63-119

Thursday

February 9

As American as Public School

PBS Video Series 1900-1950

Week 5

Tuesday

February 14

Happy Valentine’s Day

Peer Review of Philosophy of Education Outline

(online)

Final Draft of Philosophy of Education outline

Peer’s Philosophy Statement

Thursday

February 16

As American as Public School

Peer Review Returned and Posted

PBS Video Series 1900-1950

Week 6

Tuesday

February 21

A Struggle for Educational Equality

Mondale p. 124-170

Ornstein & Levine Chapter 12

Thursday

February 23

A Struggle for Educational Equality

PBS Video Series 1950-1980 (2 parts)

Week 7

Tuesday

February 28

A Struggle for Educational Equality

PBS Video Series 1950-1980 (2 parts)

Thursday

March 1

The Story of Education

Mondale p. 173-182

Week 8

Tuesday

March 6

Contextual Factors

Thursday

March 8

NO CLASS: Workday Midterm Activity! Due in Dropbox by the end of class period!

Midterm Activity

Spring Break!!!

Week 9

Tuesday

March 20

The Environment

Selected photos and websites shared

Thursday

March 22

Vision and Mission

Vision and Mission Statements

Week 10

Tuesday

March 27

A Nation at Risk

 

Mondale p. 183-213

Ornstein & Levine p. 425-427

Thursday

March 29

A Nation at Risk

PBS video The Bottom Line in Education: 1980 to the Present. (3 segments)

Week 11

Tuesday

April 3

A Nation at Risk

PBS video The Bottom Line in Education: 1980 to the Present. (3 segements)

Thursday

April 5

Governing and Administering Public Education

Ornstein & Levine Chapter 7 and pages 297-298 on the topic of religion in schools.

Week 12

Tuesday

April 10

Financing Public Education

Ornstein & Levine Chapter 8

Thursday

April 12

Legal Aspects of Education

 Ornstein & Levine Chapter 9 and pages 130-131, Significant Events in the History of American Education, noting the relationship between major political events and significant educational events.

Week 13

Tuesday

April 17

Peer Review of Philosophy

(Online)

FINAL Draft of Philosophy in Dropbox

Teammate’s Philosophy

Thursday

April 19

School Effectiveness and Reform in the United States

Peer Review of Philosophy Due

Ornstein & Levine Chapter 16


Week 14

Tuesday

April 24

School Choice

Philosophy of Education Due

Ornstein & Levine p. 291 (Home schooling); p. 220, & 523 (Charter Schools); and p. 249 (last paragraph & 250), 252-253, 523 (Vouchers); and note 524-525 (Controversy about School Choice)

Thursday

April 26

No Child Left Behind

Ornstein & Levine Chapter 13 and pages pertaining to No Child Left Behind (NCLB) that can be located on page 550 of the Index especially pages 3-4. 22-25, 228, 249, 383-387, 421-422

Public Law 107-110-No Child Left Behind (NCLB)-  http://www2.ed.gov/policy/elsec/leg/esea02/107-110.pdf

Obama Administration's blueprint for revising and reauthorizing the Elementary and
Secondary Education Act (also known as the No Child Left Behind Act). ...
http://www2.ed.gov/policy/elsec/leg/blueprint/index.html 

Watch Secretary of Education, Arne Duncan discussing Race to the Top: http://www.ed.gov/blog/2010/09/secretary-duncan-on-race-to-the-top/

Week 15

Tuesday

May 1

Happy May Day

Presentations of School Construct Project

School Construct Due (brochure/paper and blueprint)

Presentations

Thursday

May 3

Presentations of School Construct Project

Presentations

Week 16
Finals Week!

Tuesday

May 8

10:15-12:15

Presentations of School Construct Project

Presentations

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 2011-2012 Undergraduate Catalog Page 93

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 2011-2012 Undergraduate Catalog Page 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.

Park University 2011-2012 Undergraduate Catalog Page 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)
Analysis, Synthesis, and Evaluation                                                                                                                                                                                                                        
Outcomes
1, 2, 3, 5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
-The artifact examined and analyzed the historical, philosophical, social, political, legal, and global issues in education.   -Developed a comprehensive synthesis of evidenced-based theory and practice related to teachers and learners in the context of schools in our society.  -Presented and defended an educational philosophy reflecting 7 or more beliefs and more than 3 beliefs are supported by  evidenced-based theory and practice in the field of education. -The artifact analyzed the historical, philosophical, social, political, legal, and global issues in education.   -Developed a synthesis of evidenced-based theory and practice related to teachers and learners in the context of schools in our society.  -Presented and defended an educational philosophy reflecting 6 or more beliefs and more than 3 beliefs are supported by  evidenced-based theory and practice in the field of education. -The artifact provided a discussion on the historical, philosophical, social, political, legal, and global issues in education.   -Provided an essay on evidenced-based theory and practice related to teachers and learners in the context of schools in our society.  -Presented and defended an educational philosophy reflecting 5 or fewer  beliefs and less than 3 beliefs are supported by  evidenced-based theory and practice in the field of education. -The artifact presents ideas that are not documented or related to sound educational theory or philosophy.  Contains misuse of terms, which do not reflect mastery of sound educational theory or philosophy. 
Application                                                                                                                                                                                                                                                
Outcomes
1, 2, 3, 5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
-The artifact applied both knowledge and understanding of the foundations of education, evidenced-based theory, and practice in education; personal examples or insights are included.  -The artifact or philosophy reflects exemplary insights of the writer's future within their chosen  professional field; students, who plan to teach, should write to their future as an educator. -The artifact moderately applied both knowledge and understanding of the foundations of education, evidenced-based theory, and practice in education; personal examples or insights are included  .-The artifact or philosophy reflects appropriate insights of the writer's future within their chosen  professional field. -The artifact minimally applied both knowledge and understanding of the foundations of education, evidenced-based theory, and practice in education; personal examples or insights are included.  -The artifact or philosophy reflects little insight into  the writer's future within their chosen  professional field. Artifact presents confusing verbiage that is difficult to follow and lacks professional language. 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
1, 2, 3, 5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
-The artifact provided evidence on the mastery of the demands of writing an educational philosophy.  A deep understanding of educational terminology, ideas, and issues is documented through the use of a professional language and style and efficacy in its organization.  The philosophy's thesis is thoroughly and persuasively argued; organization is logical, supporting arguments are linked and arranged persuasively.  Transitions create a unified philosophy.   -For education majors, the philosophy reflects a relationship to SPA standards, MoSTEP standards, and education portfolio standards.  -A minimum of 4 pages with no errors in written conventions (no slang) ; (correct sentence structure, punctuation, grammar, paragraph indention, date reference, word choice, typing, and spelling). -The artifact moderately provided evidence on the mastery of the demands of writing an educational philosophy.  A deep understanding of educational terminology, ideas, and issues is documented through the use of a professional language and style and efficacy in its organization.  The philosophy's thesis is thoroughly and persuasively argued; organization is logical, supporting arguments are linked and arranged persuasively.  Transitions create a unified philosophy.   - For education majors, the philosophy reflects a relationship to SPA standards, MoSTEP standards, and education portfolio standards.   -A minimum of 3 pages with no errors in written conventions (no slang) ; (correct sentence structure, punctuation, grammar, paragraph indention, date reference, word choice, typing, and spelling). -The artifact minimally artifact provided evidence on the mastery of the demands of writing an educational philosophy.  A deep understanding of educational terminology, ideas, and issues is documented through the use of a professional language and style and efficacy in its organization.  The philosophy's thesis is thoroughly and persuasively argued; organization is logical, supporting arguments are linked and arranged persuasively.  Transitions create a unified philosophy.   -For education majors, the philosophy reflects a relationship to SPA standards, MoSTEP standards, and education portfolio standards.   -Less than 3 pages with several errors in written conventions (slang, correct sentence structure, punctuation, grammar, paragraph indention, date reference, word choice, typing, and spelling). -Multiple incorrect sentence structures, spellings, and/or grammar included. Less than two pages with multiple errors in written conventions (slang, correct sentence structure, punctuation, grammar, paragraph indention, date reference, word choice, typing, and spelling 
Competency Other Literacies (or Disciplinary Competency)                                                                                                                                                                                                   
Outcomes
MoSTEP 1.2.4.1; 1.2.2.1, 1.2.2,2, 1.2.2.3, 1.2.9.1, 1.2.9.2, 1.2.9.3, Conceptual Framework knowledge 1A, 1D, 3F, Skills 2A, 3C, Dispositions 3B, 3D, 4C, 2B, 2A, 5A                                                                                                                                                                                                                                                                                                                                                  
Accurate presentation of 7 or more beliefs.  More than three of the beliefs are supported by an appropriate, respected philosopher (ies) or theorists.  Personal examples or insights are included.  Essay demonstrates a deep understanding of educational terminology, ideas, and issues and written in a professional style and unique or enticing organization.  Essay reflects insights of the writer's future as an educator.  Correct sentence structure, punctuation, and grammar.   Transitions create unified essay.  Minimum four pages.  Professional language/ No slang terms. Accurate presentation of 6 beliefs.  Three of the beliefs are supported by an appropriate, respected  philosopher(ies) or theorists.  Essay written in a professional style, with clear and correct terminology, and with logical organization.  Essay demonstrates a grasp of educational terminology, ideas, and issues.  Essay reflects insights of the writer's future as an educator.  Correct sentence structure that utilizes transitions.  Minimum three pages.    Professional language/no slang terms. Presentation of 5 or fewer beliefs.  Less than three beliefs are supported by philosophers(ies) or theorists.  Essay written in a casual style with unclear usage of terminology and some illogical organization.  Essay reflects little insight into the writer's future as an educator.  Some incorrect sentence structures, spelling, and/or grammar exhibited.  More transitions are needed.  Less than three pages.  Weak professional language and/or contains a slang term. Essay is a rambling of ideas not documented or related to sound educational theory or philosophy.  Several incorrect sentence structures, spellings, and/or grammar included.   Choppy and confusing verbiage that is difficult to follow.  Less than two pages.  Lacks professional language and contains slang terms. 
Competency Other Literacies (or Disciplinary Competency)                                                                                                                                                                                                   
Outcomes
MoSTEP 1.2.11.1 Conceptual Framework: Knowledge 2D, Skills 2F, 3A; Dispositions 2D                                                                                                                                                                                                                                                                                                                                                                                                                                   
In portfolio document, introductory sentence is included; Essay defines “technology operations” and “technology concepts.” Two or more examples of “technology operations” are identified and explained as related to adding their philosophy of education to an electronic portfolio and assessment system.. In portfolio document, introductory sentence is included.  Essay defines “technology operations” and “technology concepts”.  One example of “technology operations” are identified and explained as related to adding their philosophy of education to an electronic portfolio and assessment system    









 
In portfolio document, introductory sentence is included. Essay weakly defines “technology operations” and “technology concepts.” examples of “technology operations” are identified and explained as related as related to adding their philosophy of education to an electronic portfolio and assessment system









 
In portfolio document, missing artifact and its application to this indicator.  No introductory sentence on electronic portfolio development, and several mistakes in sentence structure, grammar. 

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Last Updated:1/16/2012 9:29:30 PM