WSU Regulation 3-4
WINONA STATE UNIVERSITY
REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS
Course or Program__RED303: Community Development
This checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for Accomplishing Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just the ideas proposed or drafts of proposals.
If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted proposals have the same status as newly submitted proposals.
Note: This form need not be completed for notifications.
1. The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant descriptions, rationales, and notifications have been provided.
____X____ Completed
2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.
____X____ Completed ______NA
2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions on this matter.
_____X___ Completed ______NA
3. Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered.
____X____ Completed
Name and office phone number of proposal's representative: Maggie Hoody 529-6118 & Nancy Eckerson 280-2860
4. Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal. Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal Subcommittee meeting at which this proposal is considered.
_____X___ Completed ______NA
5. The course name and number is listed for each prerequisite involved in this proposal.
____X____ Completed ______NA
6. In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit hour calculations. ______Completed ____X____ NA – This is a course proposal.
7. In this proposal for a new or revised program, the following information for each required or elective course is provided:
a. The course name and number.
b. A brief course description.
c. A brief statement explaining why the program should include the course.
______Completed _____X___ NA -- This is a course proposal.
8. This course or program revision proposal:
a. Clearly identifies each proposed change.
b. Displays the current requirements next to the proposed new requirements, for clear, easy comparison.
____X____ Completed ______NA
9. This course proposal provides publication dates for all works listed as course textbooks or references using a standard form of citation. Accessibility of the cited publications for use in this proposed course has been confirmed.
____X____ Completed ______NA
______Maggie Hoody ______3/3/11______
Department's A2C2 Representative or Alternate Date [Revised 9-05]
WINONA STATE UNIVERSITY
PROPOSAL FOR NEW COURSES
Department Rochester Education _ Date __January 10, 2011_
Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes.
___RED 303______Community Development______2______
Course No. Course Title Credits
This proposal is for a(n) _X Undergraduate Course ______Graduate Course
Applies to: __X____ Major ______Minor ______University Studies* ______Not for USP
__X___ Required _____ Required
_____ Elective _____ Elective
Prerequisites: RED401: Kid-Watching; RED301: Development Theories; RED410: STEM Clinical Practice; RED310: STEM in Elementary Classrooms; RED402: Data Collect, Interpret, Use; RED302: Diverse Learners/Human Relations; RED411: Ethnographers Clinical Practice; RED311: Ethnographers of Language in Elementary Classrooms
Grading method __X____ Grade only ______P/NC only ______Grade and P/NC Option
Frequency of offering ______Yearly______
*For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and submitted according to the instructions on that form.
Provide the following information:
A. Course Description
1. Catalog description.
The Development: Culture(s) & Student Learning block is a 4-course sequence where teacher candidates explore theories, individuals, communities, and themselves. This is the third course in the sequence focusing on groups and community. Teacher candidates will explore community development within and outside of the classroom.
Essential Questions situated within this course includes:
· How do thoughts, beliefs, and behavior of the Classroom Cultural Community impact student learning?
o How does the Individual develop within the cultural community?
· How does Content Knowledge – Human Development – impact student learning?
Guiding Questions include:
· What is a community?
· What in the learning environment encourages positive social interaction, active engagement in learning, and self-motivation?
2. Course outline of the major topics and subtopics (minimum of two-level outline).
I. Theories of Learning
A. Culturally Relevant and Responsive Teaching Practices
B. Social Learning Theory
C. Self Theories
D. Intrinsic Motivation
II. Discourse
A. Effective Teacher Language
B. Community and Belonging
C. Classroom Discourse
1. Responsibility
2. Class Meetings
3. Rules, consequences, procedures, and routines
III. Content Knowledge
A. Building a Learning Community
1. Making the Rules with Children
2. Teaching the Rules
3. A Student’s Individual Goals
B. Making the Community Work
1. Using Logical Consequences
2. Time-out
3. Working Together to Support the Rules
C. The Voices of Teaching
1. Empowering Language
2. Stress the deed, not the Doer
3. The Voices of Authority
4. Revisiting the Power of Our Language
D. Solving Thorny Behavior Problems
1. Problem-solving Class Meetings
2. Using Social Conferences
3. Individual Contracts
4. Student-to-Student Conflict Resolution
5. Role-Playing
6. Beyond the Classroom Walls: Solving problems that involve children from different classrooms
7. Apology of Action
E. Procedures
1. Beginning and Ending the Day
2. Transitions and Interruptions
3. Use of Materials and Equipment
4. Group Work, Seat work, Teacher-led Activities
F. Mental Set
1. Exhibiting “Withitness”
2. Exhibiting Emotional Objectivity
G. Student Responsibility
1. Goal setting and efficacy
2. Strategies for personal development
H. Getting off to a Good Start
1. Before School Begins
2. The first day of school
3. The first six weeks of school
I. The Daily Five
1. Key materials, concepts, and routines in the Daily Five
2. Read to Self
3. Read to Someone
4. Listen to Reading
5. Work on Writing
6. Word Work
IV. Assessment
A. Observation
B. Interviews
C. Record-keeping
D. Performance
E. Individual
V. Learning Environment
A. Teaching children to care for themselves, their fellow students, their environment, and their work.
B. Developing the vision and strategies of a respectful, friendly, and academically rigorous classroom.
C. Fostering Literacy Independence.
VI. Instructional Strategies
A. Culturally Relevant Classroom Management Strategies
B. Positive Behavior and Instructional Supports (PBIS)
C. Rules, Routines, and Procedures
D. Problem-Solving difficult classroom behaviors
E. Goal-setting and Contracts
F. Conflict Resolution
G. Self-instruction, self-management, and self-recording
VII. Ethics
A. Classroom management for ethical growth
B. Of responding to each child
C. Classroom practices that nurture belonging and individuality
VIII. Children’s & Adolescent Literature
A. Literature about how to treat each other, caring, friendship, celebrating uniqueness
B. About feelings and how to deal with them – anger, jealousy, peer pressure, sadness, loss, etc.
C. About conflict and peace, inclusion and exclusion, basic human needs, etc.
3.a Instructional delivery methods utilized: (Please check all that apply).
Lecture: Auditorium / ITV / Online / Web Enhanced / Web Supplemented XLecture: Classroom X / Service Learning / Travel Study / Laboratory / Internship/Practicum
Other: (Please indicate)
3.b. MnSCU Course media codes: (Please check all that apply).
None: / 3. Internet / 6. Independent Study / 9. Web Enhanced X1. Satellite / 4. ITV Sending / 7. Taped / 10. Web Supplemented
2. CD Rom / 5. Broadcast TV / 8. ITV Receiving
4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.
Teacher Candidates will address the Essential Questions, Guiding Questions, and the MN Teaching Standards in the following course requirements:
Applied Field Experience
Candidates will be expected to complete a minimum of 5 hours of Field Experience associated with each semester credit; 75 hours/semester for full-time students and 35-40 hours/semester for part-time students. Field Experiences are planned to include the full-range of potential placements related to the licensure. Students will be expected to demonstrate and document experience and competencies as follows:
o Field placements will include at least 35-40 hours with each of these grade levels; Kindergarten, Primary (grades 1-3), and Intermediate (grades 4-6).
o Field placements will include at least 20-35 hours in a Special Education program and 20-35 hours with children/a child at-risk for underachieving.
Program coursework includes planned field experience applications where teacher candidates demonstrate their knowledge and understanding in a clinical setting. In some instances, candidates may be required to go beyond their minimum Field Experience placement or hours in order to complete an applied experience.
For this course, candidates will complete the following Clinical Practice Application:
Critical Consumer of Research:
Assignments within the Critical Consumer of Research domain challenge students to develop the ability to read, critique, and make meaning out of educational research. Within each course, students will read and dialogically process research topically linked to the semester theme. Assignments will progressively address the following skills: reading research, summarizing research findings, identifying types of research, critiquing research, and utilizing research to inform pedagogical practice.
For this course, candidates will demonstrate the following critical consumer of research skill(s):
· Various readings will be assigned by the Professor with students also asked to select readings to support projects. Students will be expected to reflect, summarize, and make personal connections to their reading.
· One primary area of research will be centered on Positive Behavior and Instructional Supports (PBIS).
Self-Analysis:
Ellsworth states, “It is from an understanding of our historical selves that meaningful futures can be constructed” (1994, p. 104). Self-analysis assignments will challenge students to reflect upon the social, cultural, and historical forces that shape the people that they are, then utilize such knowledge to inform their thinking about teaching and learning. Such work will be threaded throughout each course within the program. As students transition to student-teaching, self-analysis assignments will take the form of critiquing knowledge gained through reflective practice.
For this course, candidates will complete the following self-analysis experiences:
· In this course, teacher candidates will be reflecting on their practice as Developers of Community. This area of teacher development is critical to the future effectiveness of candidates in today’s diverse classrooms. It is also noted by Elementary Principals as one of the most important developed areas of first-year teachers.
Strategy Showcase:
a). This assignment aligns with 8710.2000 STANDARDS OF EFFECTIVE PRACTICE: Subpart 5. Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
Candidates will be expected to develop a repertoire of instructional strategies. As learners, candidates will experience a wide-range of strategies throughout their coursework. These strategies will be unpacked and discussed. Both generic and discipline specific strategies will be studied and practiced. Candidates will develop their personal repertoires as demonstrated in field experiences and student teaching. Finally, candidates will showcase a variety of instructional strategies each semester.
For this course, candidates will showcase at least the following strategies:
· Culturally Relevant Classroom Management Strategies
· Positive Behavior and Instructional Supports (PBIS)
· Rules, Routines, and Procedures
· Problem-Solving difficult classroom behaviors
· Goal-setting and Contracts
· Conflict Resolution
· Self-instruction, self-management, and self-recording
Portfolio Entries:
A performance-based assessment tool that stretches across all aspects of this program will be the candidate’s development of a professional development portfolio aligned with 8710.2000 Standards of Effective Practice and 8710.3200 Teachers of Elementary Education with a Specialty.
Portfolio Entries will be planned and developed during the candidate’s program coursework, field experience placements, and two student teaching placements. Candidates, with guidance, will individually plan and select portfolio entries that best demonstrate their knowledge, understanding, and/or performance of the standards and benchmarks. Candidates will design and maintain an electronic portfolio available for review by program faculty each semester. Detailed Portfolio Guidelines will be given to candidates during their first Seminar class.
Capstone Experience:
At the end of each semester, students will be expected to demonstrate an integrated understanding of the theories, topics, skills, concepts, and strategies explored throughout the theme-based coursework. Each capstone assignment will feature required elements in addition to a menu of optional elements (of which a minimum number will be identified), allowing students to individualize their learning. Capstone projects may take on a variety of forms, though consultation with the instructor is required.
For this course, candidates will engage in the following capstone experience:
· Classroom Community Blueprint
6. Assignment Descriptions
E-Journal. The e-journal assignment is tied to the course reading: Teaching Children to Care: Classroom Management for Ethical and Academic Growth, K-8. Follow the assignment guide for the reading schedule, expected prompts for reflection, and the format. Entries are due prior to our discussions in class. Please note the expectations tied to your clinical practice. You will be expected to practice application of each chapter in the field and reflect on your experience.