Guidelines for the Implementation of 16 KAR 5:060, p. 1

Kentucky Education Professional Standards Board

Guidelines for the Implementation of 16 KAR 5:060

Literacy program requirements for middle school, high school, grades 5-12, and grades P-12 certification programs

Name of Educator Preparation Provider (EPP): Morehead State University

Program Submission Coordinator: Edna O. Schack and Mike Dobranski, Co-Directors, MSUTeach

NOTE: Once approved, any changes in this plan, including course name, course numbers, courses required, and faculty, must be submitted to the EPSB Division of Educator Preparation per 16 KAR 5:010.

Initial Certification Programs: Respond to either letter A or letter B.

  1. For which programs are the requirements of 16 KAR 5:060 addressed in one course? Rows may be added if necessary.

Course Name, Prefix and Number and Catalog Description / Programs
  1. For which programs are the requirements of 16 KAR 5:060 addressed through multiple courses? Rows may be added if necessary.

Courses Names, Prefixes and Numbers and Catalog Descriptions / Programs
UTCH 200 Knowing and Learning in Mathematics and Science (3-0-3)
Knowing and Learning (K&L) focuses on knowing and learning in secondary mathematics and science as understood from a multi-disciplinary perspective. This course is not simply a general survey of theories. Instead, the primary goal is to provide students with the opportunity to identify theories and employ these theories to guide their own practice. K&L is committed to the idea that practice and theory build on each other. Any teaching practice is guided by some theory of how people learn. If students are not aware of this, they are likely to adopt teaching practices without considering the full implications of theory behind them.
UTCH 300 Classroom Interactions (2-2-3). Prerequisites: UTCH 100, 150, 200, 250.
Classroom Interactions continues the process of preparing you to teach mathematics, science, and engineering by providing opportunities to apply theories of learning developed in Knowing and Learning in instructional settings. You will design and implement instructional activities informed by your own understanding of what it means to know and learn mathematics and science, and then evaluate the outcomes of those activities on the basis of student artifacts (i.e., what students say, do, or create). An important focus of the course is on building your awareness and understanding of equity issues and their effects on student learning. Providing accommodations to meet the needs of all students is the heart of good teaching. Classroom Interactions is centered on a close examination of the interplay between teachers, students, content, and the world beyond schools, and how such interactions enable students to develop deep conceptual understanding. You will learn how content and pedagogy combine to make effective teaching
UTCH 350 Project-based Instruction (2-2-3)Prerequisites: UTCH 200 Knowing and Learning and UTCH 300 Classroom Interactions. PBI is based on the premise that project-based instruction engages learners in exploring authentic, important, and meaningful questions of real concern to secondary students. Project-based instruction promotes equitable and diverse participation and engages high school students in learning. Students design full units of connected lessons—a skill that is required in Apprentice Teaching. Students synthesize a number of the major principles and themes of the MSUTeach program as they develop an intellectually challenging project-based instructional unit. This course initially provides for student experiencing PBI as a student through a unit project in which the students develop useable materials to explore special populations and how to accommodate such populations in the classroom. PBI incorporates a variety of instructional approaches, focusing on differentiating between project-based instruction and other instructional methods. / MSUTeach (Secondary Science/Math Education)
Biology Area
Chemistry Area
Earth Sciences Area
Mathematics Area
Mathematics Major
Physics Area

C.EPP Faculty who deliver literacy instruction and assess ILA literacy competency. List name; qualifications for teaching literacy including certification(s) held (if any); and relationship (full-time, part-time, etc.) to the institution and education preparation provider (EPP).Please use the following faculty matrix format. Insert additional table rows as needed.

Name / Courses Taught from A or B identified above / Academic Degrees or 18 hours of Applicable Coursework / Other Qualifications* including
Certification(s) Held, if any / Full or Part Time to Institution, and EPP
IHE / EPP
MSUTeach Master Teacher, to be hired for this purpose / UTCH 200
UTCH 300
UTCH 350 / Masters Degree minimum; 18 hours of applicable coursework, professional development / Classroom teaching experience in literacy, science, and mathematics / FT / FT

*Qualifications are as defined by regional accreditor (SACS-COC). For reference, guidelines for SACS-COC Comprehensive Standard 3.7.1, Faculty Credentials, may be found at and the Faculty Roster Instructions are located at .

D.Syllabi: Complete syllabi for all courses in which requirements of 16 KAR 5:060 are addressed. Syllabi must include a matrix demonstrating alignment of the

ILA Standards to the assessments, the assessments, and scoring materials. Syllabi must clearly demonstrate alignment of the course outcomes and the assessments with the standards (e.g., SPA, KTS).

E. Specialized Program Content Required for 16 KAR 5:060

The syllabus/syllabi must demonstrate how the appropriate ILA Standards are integrated and assessed throughout the course(s).

NOTE: The list of indicators (in the right hand column) reflects the intent of an element. The lists provide possible sources of evidence. There may be other means of demonstrating competency. It is not necessary for the programs to demonstrate accomplishment of each of the examples of evidence in the list.

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