Preparing Teachers with PRIDE
Our Teachers are Professional, Reflective, Innovative, Value Diversity and are Effective
UNIVERSITY OF MARYLAND EASTERN SHORE
TEACHER EDUCATION HANDBOOK
2008-2009
TABLE OF CONTENTS
Welcome 4
Administrative Personnel 5
Teacher/CounselorProfessional Education Faculty 56
Adjunct Teacher EducatorsEducation Faculty 87
Mission Statement 98
Conceptual FrameworkTeacher Education Program Goals 98
Teacher Education Program Goals Conceptual Framework 98
INTASC Principles 101
Maryland Teacher Technology Standards 121
Teaching Areas 132
Undergraduate Course Scopes and Programs: Recommended Course Sequences
Agriculture 134
Art 154
Biology 165
Business 176
Chemistry 17
English 18
Chemistry 19
Family and Consumer Sciences 2019
Mathematics 210
Music
General/Choral 212
Instrumental 232
Social Studies 234
Special Education 254
Technology 265
General Requirements 276
Teacher Education Admission Requirements 298
Criminal Background Checks 32
Authorization of Release of Information 33
English Proficiency Exam 30
PRAXIS I Tests 341
PRAXIS II Tests 352
Transfer Student Policy 364
Retention in Teacher Education 385
Field Experiences 385
Professional Development Schools 396
Teaching Internships 4040
Other Information to Help YouStudent Complaints 401
Candidate Formal Appeals/Complaints Form 41
Appendices
Applying for the Maryland Teacher’s Certificate 61
The faculty of the Professional Education Unit at the University of Maryland Eastern Shore are pleased that you have selected teacher education as your major emphasis. We wish to congratulate you on your decision to make teaching your career. Few other professions make such an impact upon the lives of so many people. This handbook has been created to help you make appropriate personal and professional choices regarding your course of study and to help you complete your graduation and certification requirements at the earliest possible date. It provides information on policies, procedures, and guidelines related to the teacher education programs at the University of Maryland Eastern Shore (UMES); however, the information presented in this handbook is subject to change. Such changes may be due to revisions in certification regulations imposed by the State Board of Education or by new and amended legislation approved by the General Assembly. Other changes may be due to standards set by accreditation organizations and/or other agencies. As a result, it is imperative that you stay informed about your program, schedule, requirements and policies affecting them. For this reason you must be in frequent contact with your advisor, check the website and Tk20.
There are a variety of criteria to meet both in obtaining admission to and being retained in the teacher education program, so it is important that you thoroughly understand the procedures and regulations pertaining to your major. It is your responsibility as a student to be familiar with the contents of the handbook as well as information provided in the applicable University catalog. Additional updated information can be obtained through the University website at www.umes.edu/education.
Although each student is assigned an academic advisor, it is your responsibility to be aware of all the rules and guidelines as you are ultimately responsible for the accomplishment of your chosen area of study.
Administrative Personnel
Dr. Karen Verbeke, Chair, Department of Education and Director of Teacher Education
Hazel Hall 2023
410-651-6220
kaverbeke@ umes.edu
Mrs. Tarajean Cornish, Administrative Assistant
Hazel Hall 2024
410-651-6217
Mrs. Latisha Brewington, Administrative Assistant
Field Experiences, PDSsProfessional Development Schools
Hazel Hall 2025
410-651-7958
Ms. B. Penny Largay
Coordinator of Professional Development of Schools
Hazel Hall 2027
410-651-6216
Dr. Michael Nugent
Coordinator of PRAXIS, Advising, Special Projects
Hazel Hall 2032
410-651-8362
Mr. W. Edwin Riggin
Director of Field Experiences
Hazel Hall 2026
410-651-6195
weriggin@ umes.edu
Professional Education Faculty
REDO BELOW; remove Kananen, Noble; add Goslee, Laird, Nagoski, Seaton, and Ridlon
GET ROOM NUMBERS FOR ALL
Dr. Mary Agnew, ReadingHazel Hall 2007
410-651-6222
mlagnew@ umes.eduDr. Nicole Buzzetto-More, Business Education
Kiah Hall 2101
410-651-7596
/ Dr. Corry Larson, Special Education
Hazel Hall 2014
410-651-7950
Ms. Patricia Goslee, Special Eduation
Hazel Hall 2005
410-651-8458
Dr. Sally Bing, Educational Psychology
Hazel Hall 2008
410-651-6219
sabing@ umes.eduDr. Leon Copeland, Technology
Arts and Technology
410-651-6468
/ Dr. Madhumi Mitra, Biology and Chemistry
Hazel Hall 3062
410-651-6013/6049
Dr. Kimberly Poole-Sykes, Counselor Education
2009 Hazel Hall
410-651-7917
Dr. Cheryl Bowers, Counselor Education
Hazel Hall 2010
410-651-6265
r. Gerald Day, Graduate Technology
Baltimore Museum of Industry
410-659-5332
/ Dr. Marcelle Nagoski, Fine Arts
Ella Fitzgerald Performing Arts Center 1116
410-651-6516
Dr. James Raymond, III, Social Studies
Hazel Hall ROOM
410-651-6577
Dr. Nicole Buzzetto-More, Business Education
Kiah Hall 2101
410-651-7596
r. Shirley Hymon-Parker,
Family and Consumer Sciences
Richard A. Henson Building
410-651-6055
/ Dr. Kimberly Poole-Sykes, Counselor Education
2009 Hazel Hall
410-651-7917
Mr. Ernest Satchell, Fine Arts
Arts and Technology ROOM
410-651-6488
Dr. Leon Copeland, Technology
Arts and Technology
410-651-6468
Dr. Teresa Laird, Counselor Education
Hazel Hall 2011
410-651-2253
/ Dr. James Raymond, III, Social Studies
Hazel Hall 3008
410-651-6577
Dr. Barbara Seabrook, English
Room 6; Mobile 934-5
410-651-6792
Dr. Gerald Day, Career and Technology Ed.
Baltimore Museum of Industry
410-659-5332
Dr. John Lamkin, Music
Ella Fitzgerald Performing Arts Center
410 651-6576
/ Dr. Candice Ridlon, Math & Computer Science
Kiah Hall 1106
410-651-6423
Dr. George Shorter, Agriculture
Trigg Hall ROOM
410 651-6193
gshorter@.umes.edu
Ms. Patricia Goslee, Special Education
Hazel Hall 2005
410-651-8458
Dr. Corry Larson, Special Education
Hazel Hall 2014
410-651-7950
/ Mr. Ernest Satchell, Fine Arts
Arts and Technology 1156
410-651-6488
Dr. Mary Agnew, Reading
Hazel Hall 2007
410-651-6222
mlagnew@ umes.edu
Dr. Shirley Hymon-Parker, Family and
Consumer Sciences
Richard A. Henson Building
410-651-6055
Dr. Madhumi Mitra, Biology and Chemistry
Hazel Hall ROOM
410-651-6013/6049
/ Dr. Barbara Seabrook, English
Room 6, Mobile 934-5
410-651-6792
Dr. Sally Bing, Educational Psychology
Hazel Hall 2008
410-651-6219
sabing@ umes.edu
Dr. Teresa Laird, Counselor Education
Hazel Hall 2011
410-651-2253
r. Cheryl Bowers, Counselor Education
Hazel Hall 2010
410-651-6265
/ Dr. Dan Seaton, Math & Computer Science
Kiah Hall 1136A
410-651-8164
Dr. Nagoski
Dr. John Lamkin, Music
Ella Fitzgerald Performing Arts Center
410-651-6576
Dr. Dan Seaton, Mat & Computer Science
Kiah Hall 1136D
410-651-8164
/ Dr. George Shorter
Trigg Hall 113
410-651-6193
Dr. Candice Ridlon, Math & Computer Science
Noble / Kananen
7
Teacher Education Handbook 2
Adjunct Teacher Education Faculty
UPDATE and FIX
Ms. Katie Benton, Special Education Ms. Melinda Brett, Psychology
410-651-6217 410-651-6217
Dr. Sharon Clark, Education
410-651-6217
Ms. Melinda Brett, Psychology
410-651-6217
Special Education - 410-6512-6217
Ms. Abigail Goebel , Special Education
410-651-6217
Mrs. Eloise Henry-Gordy , Special Education
410-651-6217
Mrs. Ann Lewis , Education
410-651-6217
Mrs. Jennifer Lovellette , Special Education
410-651-6217
Ms. Patricia Sampson , Psychology
410-651-6217
MISSION STATEMENT
The mission of the Professional Education Unit is to advance the science and practice of education, and to promote related careers in counseling and mental health. Toward this end, the Unit offers state-of-the-art undergraduate and graduate teacher education programs, a Master of Arts in Teaching and a graduate counselor education program. The Professional Education Unit seeks to nurture minds, advance knowledge, promote life-long learning and adjustment, and elevate the human spirit.
The undergraduate teacher education programs lead to the Bachelor of Arts (B.A.) or Bachelor of Science (B.S.) degree in a variety of areas. The course of study prepares students to become qualified teachers, and to assume the complex role of a teacher in the classrooms of the twenty-first century. The primary goal of the undergraduate teacher education program is to ensure success within the teaching profession by: 1) providing a comprehensive knowledge base that ensures competency in the subject matter and in the processes of education; and 2) providing the opportunity to develop sophisticated clinical skills. This program reflects current trends in the field of education and emphasizes excellence in both the theoretical and applied domains.
CONCEPTUAL FRAMEWORK
The University of Maryland Eastern Shore professional education programs prepare professionals who are reflective, innovative, value diversity and are effective (PRIDE). Our candidates are professionals who are dedicated and committed to excellence and have specialized knowledge and intensive academic preparation. They continuously reflect on and evaluate their practices and demonstrate a willingness to make changes that enhance student growth and learning. Moreover, candidates are innovative in employing the best contemporary practices using creative problem-solving techniques and connections to real world experiences. Our paradigm for valuing diversity centers around understanding and interacting with individuals in various educational, social and cultural environments. Finally, teacher and counselor candidates demonstrate the knowledge, skills and dispositions that support effective student learning outcomes.
TEACHER EDUCATION PROGRAM GOALS
The overarching goal of the teacher education programs is to develop culturally and ethnically sensitive instructional leaders who work to elevate the quality of schools and to improve achievement for all students, regardless of their environmental circumstances. The program strives to educate a diverse population of teachers who are able to address the unique challenges of the twenty-first century. Emphasis is placed on preparing minority and rural educators.
Objectives
The objectives of Teacher Education are delineated as follows:
· To equip teacher candidates with the professional knowledge base of change strategies that enable them to participate in school restructuring;
· To prepare teacher candidates to become engaged critical and creative thinkers, problem solvers, and reflective professionals;
· To enable teacher candidates to review and embrace their personal heritage in order to facilitate learning for individuals from diverse ethnic and cultural backgrounds;
· To develop teachers who are consumers, brokers, and generators of school-based research;
· To prepare teacher candidates who are innovative users of and advocates for content technology-based instruction including internet resources and interactive dialogue;
· To produce educational and community leaders who integrate state, national, and international priorities into instructional and assessment strategies;
· To prepare teacher candidates who incorporate national and state professional standards, including INTASC standards, into their practice;
· To prepare teacher candidates who incorporate the teacher education unit's Conceptual Framework into their practice;
· To demonstrate appropriate and effective human, conceptual, and technical skills when working with students and other educational stakeholders;
· To prepare teacher candidates with a commitment to the moral obligations of teaching so as to ensure equitable access to engagement in the best possible P-12 education for all children and youth including those with disabilities, those for whom English is a second language, and those who are gifted and talented.
INTASC PRINCIPLES
The Interstate New Teacher Assessment and Support Consortium has identified the following national principles for teacher performance. The Professional Education Unit at the University of Maryland Eastern Shore subscribes to these INTASC principles. It is our goal that our teacher candidates will strive to achieve these guiding principles of knowledge, skills and dispositions during their course of study.
Principle #1:
The teacher understands the central concepts, tools of inquiry, and the structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Principle #2:
The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
Principle #3:
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Principle #4:
The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
Principle #5:
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
Principle #6:
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Principle #7:
The teacher plans instruction based upon knowledge of subject matter, the community, and curriculum goals.
Principle #8:
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
Principle #9:
The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Principle #10:
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
Maryland Teacher Technology Standards
Maryland State Department of Education
Program Approval and Assessment Branch
SEVEN STANDARDS AND OUTCOMES / INDICATORSI. Information Access, Evaluation,
Processing and Application
Access, evaluate, process and apply information efficiently
and effectively / 1. Identify, locate, retrieve and differentiate among a variety of electronic
sources of information using technology.
2. Evaluate information critically and competently for a specific purpose.
3. Organize, categorize and store information for efficient retrieval.
4. Apply information accurately in order to solve a problem or answer a
question.
II. Communication
A. Use technology effectively and appropriately to interact
electronically.
.
B. Use technology to communicate information in a
variety of formats. / 1. Use telecommunications to collaborate with peers, parents, colleagues,
administrators and/or experts in the field.
1. Select appropriate technologies for a particular communication goal.
2. Use productivity tools to publish information.
3. Use multiple digital sources to communicate information online.
III. Legal, Social and Ethical Issues
Demonstrate an understanding of the legal, social and
ethical issues related to technology use.
/ 1. Identify ethical and legal issues using technology.
2. Analyze issues related to the uses of technology in educational
settings.
3. Establish classroom policies and procedures that ensure compliance
with copyright law, Fair Use guidelines, security, privacy and student
online protection.
4. Use classroom procedures to manage an equitable, safe and healthy
environment for students.
IV. Assessment for Administration and
Instruction
Use technology to analyze problems and develop data-
driven solutions for instructional and school
improvement. / 1. Research and analyze data related to student and school
performance.
2. Apply findings and solutions to establish instructional and school
improvement goals.
3. Use appropriate technology to share results and solutions with others,
such as parents and the larger community.
V. Integrating Technology into
Curriculum and Instruction
Design, implement and assess learning experiences that
incorporate use of technology in a curriculum-related
instructional activity to support understanding, inquiry,
problem solving, communication and/or collaboration.
/ 1. Assess student’s learning/instructional needs to identify the
appropriate technology for instruction.
2. Evaluate technology materials and media to determine their most
appropriate instructional use.
3. Select and apply research-based practices for integrating technology
into instruction.
4. Use appropriate instructional strategies for integrating technology
into instruction.
5. Select and use appropriate technology to support content-specific
student earning outcomes.
6. Develop an appropriate assessment for measuring student outcomes
through the use of technology.
7. Manage a technology-enhanced environment to maximize student
learning.
VI. Assistive Technology
Understand human, equity and developmental issues
Surrounding the use of assistive technology to enhance
student learning performance and apply that
understanding to practice. / 1. Identify and analyze assistive technology resources that
accommodate individual student learning needs.
2. Apply assistive technology to the instructional process and evaluate its
impact on learners with diverse backgrounds, characteristics and
abilities.
VII. Professional Growth
Develop professional practices that support continual
learning and professional growth in technology. / 1. Create a professional development plan that includes resources to
support the use of technology in life long learning.
2. Use resources of professional organizations and groups that support
the integration of technology into instruction.
3. Continually evaluate and reflect on professional practices and
emerging technologies to support student learning.
4. Identify local, state and national standards and use them to improve
teaching and learning.
TEACHING AREAS