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TOWSON UNIVERSITY, COLLEGE OF EDUCATION
“The College That Prepares Facilitators of Active Learning”
EESE 430.601: Methods of Classroom Management and Collaboration I (3 credits)
FALL 2013
Instructor: Jessica L. Moore M. Ed.
Office phone: 410-733-3552
Office location: HEAT Center
Office hours: TBA
Class Sessions: September 3rd- October 17th, 9:00 am- 3:10 pm. HEAT Center
Catalog Description: Theoretical foundations and development of practical interventions. Provides general education and special education teacher candidates with the knowledge and dispositions necessary for successful collaborative teaching. Prerequisite: SPED 301 and successful completion of Level III of Elementary Education/Special Education program.
Course Description: This course will provide teacher candidates in the Elementary Education/Special Education Dual Certification Program information about: (a) research and theoretical foundations for developing practical interventions and management strategies to provide appropriate supports so students gain access to, and are successful in, the core curriculum. Functional assessment, positive behavioral supports, therapeutic strategies, use of technology, and communications principles are applied to the design and implementation of structured classroom management programs which support various environments in which diversities are valued and self-advocacy, independence, and intrinsic rewards are encouraged; (b) the roles, responsibilities, and programming in collaboration, consultations, and co-teaching from both the elementary educator’s perspective and the special educator’s perspective.
Concentration Statement: When completing projects and/or assignments in this course, TU students should select or will be assigned topics/observations which focus on the educational level of PreK-12 students in their declared area of special education concentration, e.g., infant/primary, elementary/middle or secondary/adult.
Towson University College of Education’s Mission: To inspire, educate, and prepare educators as facilitators of active learning for diverse and inclusive communities of learners in environments that are technologically advanced.
Towson University’s Conceptual Framework: All interns should be able to identify and discuss the Conceptual Framework. It is our mission statement that is operationalized by required content, professional and pedagogical national, state, and institutional standards. To review the entire document, visit the website at: http://wwwnew.towson.edu/coe/cf2006/index.asp
Required Text: Jones, V., & Jones, L. (2010). Comprehensive classroom management (10th ed.). Boston: Allyn & Bacon.
Required Text: Friend, M., & Cook, L. (2007). Interactions: Collaboration skills for school professionals (7th ed.). Boston: Allyn & Bacon.
Suggested Text: Umbreit, J., Ferro, J. B., Liaupsin, C. J., & Lane, K. L. (2007). Functional behavioral assessment and function-based intervention: An effective, practical approach. Upper Saddle River, NJ: Pearson.
Readings will be assigned throughout the semester to supplement seminar discussions and internship experiences. All readings will be made available in electronic format.
EESE 430 Course Objectives: Course objectives are based upon:
Council for Exceptional Children (in press). What every special educator must know: Ethics, standards, and guidelines for special educators (7th ed.). Arlington, VA: Author.
Council for Exceptional Children Initial Preparation Standards with Elaborations
http://www.cec.sped.org/~/media/Files/Standards/Professional%20Preparation%20Standards/Initial%20Preparation%20Standards%20with%20Elaborations.pdf
Interstate New Teacher Assessment and Support Consortium (INTASC)
http://www.ccsso.org/Documents/2011/InTASC%202011%20Standards%20At%20A%20Glance.pdf
InTASC / CEC Standards
(*Assessed in Signature Assessment)
CEC Preparation Standards / InTASC Teacher StandardsA. Learner and Learning / A. Learner and Learning
1. Learner Development and Individual Learning Differences
*2. Learning Environments / 1. Learner Development
2. Learning Differences
*3. Learning Environments
B. Content / B. Content
3. Curricular Content Knowledge / 4. Content Knowledge
5. Applications of Content
C. Instructional Pedagogy / C. Instructional Pedagogy
4. Assessment
5. Instructional Planning and Strategies / 6. Assessment
7. Planning for Instruction
8. Instructional Strategies
D. Professionalism and Collaboration / D. Professionalism and Collaboration
6. Professional Learning and Ethical Practice
7. Collaboration / 9. Professional Learning and Ethical Practice
10. Leadership and Collaboration
Association for Childhood Education International (ACEI)
Elementary Education Standards
(2007)
http://www.acei.org/images/stories/documents/ACEIElementaryStandardsSupportingExplanation.5.07.pdf
*Standard 1 / Development, Learning and MotivationStandard 2 / Curriculum
Standard 3 / Instruction
*Standard 4 / Assessment
*Standard 5 / Professionalism
Course Objectives:
· Follow appropriate laws, policies, and ethical principles regarding behavior management planning and implementation. (CEC 1; ACEI 5)
· Identify methods of observation and analysis of children’s problematic behavior and strategies to encourage prosocial behavior (InTASC 6; CEC 8; ACEI 4)
· Use functional assessments to develop intervention plans. (InTASC 7; CEC 7; ACEI 3)
· Use effective and varied behavior management strategies. (InTASC 3; CEC 5; ACEI 1)
· Design and implement developmentally appropriate and challenging learning experiences based on how individual and groups of learners develop and learn (InTASC 1, 4; CEC 1, 2; ACEI 3)
· Relate levels of support to the needs of the individual. (InTASC 2; CEC 3; ACEI 1)
· Modify the learning environment to manage behaviors. (InTASC 3; CEC 5; ACEI 3)
· Organize classwide and individualized supports to optimize children’s social/emotional well-being. (InTASC 8; CEC 4; ACEI 3)
· Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members (InTASC 7; CEC 7; ACEI 5)
· Implement strategies of consultation and collaboration. (InTASC 10, CEC 10; ACEI 5)
· Implement co-planning and co-teaching methods to strengthen content acquisition of individuals with exceptional learning needs (InTASC 5, 10; CEC 10; ACEI 2)
· Foster respectful and beneficial relationships between families and school personnel. (InTASC 10; CEC 10; ACEI 5)
· Communicate effectively with families of individuals from diverse backgrounds. (InTASC 10; CEC 10; ACEI 5)
· Incorporate use of technology within the educational program. (InTASC 11; CEC 6; ACEI 2)
COURSE POLICIES
Attendance: Attendance will be taken at the beginning of each class session. Per the 2013-2014 Undergraduate Catalog, students are expected to attend all classes.
· In the event of an absence or need to miss part of a class session, you are expected to inform me as soon as possible prior to the absence.
· When you are absent from or miss a portion of a class session, you are responsible for obtaining any missed work, assignments, or assessments (e.g., quizzes, tests, papers, etc.) from a classmate. Faculty members are required to allow students with documented excused absences to make up missed work or assignments, when this is feasible. See the Undergraduate Catalog for university guidelines related to excused absences.
· If you are absent when an assignment is due, it is your responsibility to submit the assignment on time, unless prior arrangements have been made with me.
· In the event you are absent on the day a quiz is given, you must contact me prior to the class session during which the quiz is given in order to be allowed to take the quiz at a different time.
· Be aware that any points earned for participation in class activities during a time of absence will not be earned and cannot be reclaimed. This means only students in attendance are eligible to earn in-class activity points.
Participation: Students are expected to be prepared for class by reading assignments in advance of the topics to be covered and take an active role in all class discussions, lectures, presentations, and group activities. For those weeks in which a reading has been assigned, you are required to bring the reading to class, whether this is the textbook or an article. I may make specific references to pages during class. Other readings relevant to special education issues may be assigned as indicated by the needs and interests of the class, and should also be brought to the class session during which it will be discussed. The final grade may be lowered by one full letter grade for lack of participation.
Diversity Statement: Diversity is a broad, dynamic term that includes, but is not limited to, ethnicity, race, gender, socioeconomic status, exceptionality, language, religion, sexual orientation, gender identity, and geographical location. Our values, beliefs, customs, and behaviors are shaped by any one or any combination of these attributes.
The lens through which our perceptions of diversity are constructed continuously change as a result of not only the context within which diversity is examined, but also the evolving of our individual sense of self.
The Department of Special Education at Towson University recognizes the importance of diversity in the development of the knowledge, skills, and dispositions required of professional educators. Each course within the department provides students in teacher preparation programs with various information, activities, and assignments to guide them in developing the knowledge, skills, and dispositions that will enable them to work within diverse communities.
MSDE Institutional Performance Criteria for Diversity
Programs prepare professional educators to teach a diverse student population (ethnicity, socio-economic status, English Language Learners [ELL], giftedness and inclusion of students with special needs in regular classrooms).
a. The program provides instruction to - and assesses proficiency of - teacher candidates in developing and implementing integrated learning experiences for diverse student needs
b. The program provides instruction to - and to assesses proficiency of - teacher candidates in planning instruction, adapting materials, implementing differentiated instruction, and to provide positive behavior support for students with disabilities in an inclusive classroom
c. The program provides instruction to - and assesses proficiency of - teacher candidates in how to differentiate instruction for English Language Learners (ELL)
d. The program provides instruction to - and assesses proficiency of - teacher candidates’ in how to differentiate instruction for gifted and talented students
e. The program provides instruction to - and assesses proficiency of - teacher candidates in how to collaboratively plan and teach with specialized resource personnel
Within EESE430, ways of developing the necessary knowledge, skills, and dispositions related to diversity are reflected in the following assignments: Classroom Management Theory Presentation and Information Sheet, the readings and responses in your Critical Reflection Journal, the Observation of Co-Teaching and Collaboration, and the Observation and Interview of a Collaborative Team. Review the diversity component of the rubric for each of these assignments for more detail.
American Psychological Association (APA) Formatting and Style: The standard format for any written work in the College of Education is APA, unless otherwise indicated by the instructor. If you are unfamiliar with APA, it would benefit you to purchase the Publication Manual of the APA (6th ed.).
Additional resources for APA formatting are:
- Towson University Cook Library website http://cooklibrary.towson.edu/styleGuides.cfm#APA.
- Special Education library liaison (Claire Holmes) is also available to assist you with applying professional writing standards. Her contact information is located at http://pages.towson.edu/cholmes.
- APA tutorials at http://apastyle.apa.org/learn/. The tutorial for new users takes less than 22 minutes to complete.
- A highly recommend resource is the Purdue Online Writing Lab (OWL) http://owl.english.purdue.edu/owl/resource/560/01/.
While the additional resources may be helpful, they should not be considered a substitute for directly consulting the APA manual (6th ed.).
You are expected to use people-first language, (Correct: “student with a disability;” Incorrect: “disabled student”). See §3.15 of APA Manual (p. 76).
Work Product: All work produced for this course must be submitted in MSWord® format (.doc or .docx), unless otherwise noted. If your personal computer does not have MSWord®, please use computers in the technology lab in Hawkins Hall or Cook Library to prepare documents before submission. Formats other than MSWord® will not be accepted for grading or feedback.
Electronic Devices: The use of electronic devices that produce sound or otherwise interfere with the learning of others (i.e., phones, pagers, iPods, etc.) is prohibited during class. Please turn these devices off before the start of the school day or seminar session. These devices should be out of sight at all times. If an emergency situation requires attention, you are to inform the instructor prior to the time you will need to check your phone. The phone should be placed on vibrate so as not to disturb others. Please refrain from text messaging during class. Unauthorized use of your cell phone will adversely affect your grade (e.g., loss of participation point(s) for the class period in which you use the electronic communication device) and will result in you handing the device to the instructor. You may meet with the instructor after class to retrieve your device.
Email Communication: Routine access (daily) to electronic mail, PBWorks, and Blackboard™ for communication and assignments is crucial for full participation in this class. All electronic communication regarding this course will be through the intern’s Towson University email account only. All email communication with the instructor will be written in a professional format. Emails must contain a greeting, complete sentences, and will be free of spelling errors and grammatical mistakes. Unprofessional emails will not be addressed by the instructor.
Due Dates: You are responsible for submitting all assignments on time. Assignments must be submitted by the date and time they are due.
Late Work: Assignments submitted on time or early are eligible to earn full points. Points will be deducted for work submitted late. Late assignments will be penalized 10 percent per day (or any portion of a day after submission date and time) with escalated penalties for repeat occurrences. For example: an assignment worth 10 points submitted on time would be eligible for 100 percent of the 10 points. The same assignment submitted 2 days late would be eligible for 80% of the final points earned. If the student earned a grade of 6 points on an assignment that was 2 days late, the recorded grade would be: 4.8 points (80% of the 6 points earned had the assignment been submitted on time). If late assignments are not submitted within ten days, I will still be willing to review your work and provide feedback; however, 0 points will be awarded.
Instructor/Student Conferences: It is assumed all interns will be successful in this course. We are available for individual conferences with students during the time indicated on this syllabus or by appointment. If you feel you are having difficulty with the course, need further clarification, or assistance in working on or completing assignments, please meet with one of us as early as possible or send an email to make an appointment. Take charge of your learning and be informed.
Incomplete (I): The grade of (I) is assigned at the end of the term because of verifiable medical reasons or other documented circumstances beyond the control of the student. Unless the course is completed within 180 days, the grade becomes an F unless changed to another letter grade. It is the responsibility of the student to make arrangements to complete course requirements to change the grade of (I).