ELED 6011
Fall 2010
Information
Instructor of Record: Dr. Kathleen G. Burriss
Office Hours: Jones Hall 200, By Appointment
Phone: 615 898 2323
Fax: 615 898 5309
Email: kburriss@mtsu.edu
Class Meets: TBA
Place: KOM 158
ADA
If you have a disability that may require assistance or accommodation, or if you have a question related to any accommodations for testing, note takers, readers, etc., please speak with me as soon as possible. Students may also contact the Office of Disabled Student Services (898-2783) with questions about such services.
ACADEMIC MISCONDUCT
Plagiarism, cheating and other forms of academic dishonesty are prohibited. Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are immediately responsible to the instructor of the class. In addition to other possible disciplinary sanctions which may be imposed through the regular institutional procedures as a result of academic misconduct, the instructor has the authority to assign an F or a zero for the exercise or examination; or to assign an F in the course. If the student believes he or she has been erroneously accused of academic misconduct, and if his or her final grade has been lowered as a result, the student may appeal the case through the appropriate institutional procedures.
DIVERSITY
As identified and described in the College of Education's conceptual framework Educator as Reflective Decision-maker, ELED 6011 Teacher As Reflective Decision Maker is constructed within an understanding of diversity. ELED 6011 Teacher As Reflective Decision Maker ensures candidates a variety of appropriate assessment alternatives and uses technology as instruction and as a median of instruction. Using the TK20 software, the Comprehensive Assessment System (CAS) clearly aligns content and pedagogical knowledge with programmatic objectives, professional goals, and accreditation standards. Faculty draw upon multiple data sources on which to analyze, interpret, and improve their teaching practice on behalf of candidates' knowledge, skills, and dispositions.
KNOWLEDGE BASE
The purpose of this course is to provide graduate students with a culminating experience to their program of study. Students will commit extended time reflecting on the process of their graduate studies by cross-referencing their program goals with graduate courses. In particular, core courses (ELED 6200, 6620, 6090 or 6100) will be described as contributing to goals as developed in ELED 6010. Students will engage in the reflective process through class discussion and independent inquiry. Finally, students will share portfolios developed throughout the program of study with faculty and other graduate students.
COURSE COMPENTENCIES
1. Students will describe the process of reflection and identify the contributions for children and teachers.
2. Identify the attributes that promote teacher leadership.
GRADUATION REQUIREMENTS
1. Students will complete Comprehensive Questions satisfactorily as reviewed by two graduate faculty members. In addition to the content rubric, appropriate grammar, spelling and sentence structure are expected. Students will have one week to complete questions.
2. Students are to prepare a semester-long project representing their knowledge, skills, and dispositions toward assuming leadership on behalf of children. This project demonstrates a high level of communicative skills to articulate an issue relevant to the needs of children.
COURSE RUBRICS
Attendence/Participation (50 points)
Target: (45-50) Students participate in class discussions by providing insightful and probing questions.
Acceptable: (B 40-44)(C 35-39)Students demonstrate understanding of the reading and identify the relationship with innovative practice.
Unacceptable: (below 35) Students do not participate in discussion. Relationship across teacher, leadership, reflection, are not common practice made.
Teacher Leadership Project (40 points)
Target: (36-40) The project evidences in depth understanding of the topic, high levels of written communication, and is well grounded in the research of related best practice. The project clearly identifies an appropriate audience and demonstrates the potential to influence for positive change. A legitimate evaluation process is embedded in the project.
Acceptable: (B 32-35)(C 28-31) This project demonstrates relevant research, clear organization, and professional effort. The project demonstrates the student’s commitment to influence change on behalf of children. A legitimate evaluation process is embedded in the project.
Unacceptable: (below 28) This project represents the student’s effort to research a topic on behalf of children. The final project however, does not indicate the assumption of leadership to influence positive change. There is no evaluative process included in the project.
COURSE REQUIREMENTS
GRADES AND POINTS
Attendance and participation: 50 points
Teacher Leadership Project: 40 points
90% = A
80% = B
70% = C
Note: Students are also assessed in TK20 regarding dispositions.
Tentative Schedule
COMPREHENSIVE EXAM FOR ELEMENTARY C & I
Premises: Your graduate program should have enabled you to grow personally and professionally. You have, as part of your portfolio, a mission, beliefs or philosophy statement. The purpose of the graduate comprehensive evaluation is to allow each student to reflect on the entire program of study and bring together information from varied sources and classes in order to exhibit knowledge, application and personal dispositions relative to personal and professional growth.
• Reflection: Studying, thinking, questioning, and researching a technique, innovation, lesson, or problem.
• Reflective Practitioner: One who examines his or her thinking and practice with the goal of making improvements.
• Reflection on Practice: When an educator thinks about, studies, or questions an educational experience.
• Reflection in Practice: When an educator thinks about, studies, or questions an educational experience as it occurs.
• Reflective Teaching Approach: When utilizing this approach, teachers think about, question, and ponder educational experiences that arise throughout the day. In a response to these thoughts, research ensues. These teachers may question other colleagues, read various journals, attend conferences, and search the Internet. As a result of this research the teacher may experience dissonance.