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Attachment A

TIER THREE/CAPSTONE

OBJECTIVE: To demonstrate a synthesis of professional standards in practice in professional communities.

Candidates are provided an intensive full-semester experience in licensure appropriate levels that integrates practice across disciplines and addresses all aspects of professional practice; to provide intentional experience applying tier one and tier two experiences and theoretical learning with the focus of P-12 learning in the classroom; to provide opportunities for student assessment based on holistic application; to support a transition from role of student to that of reflective practitioner with related professional responsibilities including attention to diversity in community and classroom contexts.

        Courses with field experience at this tier: EDUC 360, EDUC 361, EDUC 362, EDUC 363

        Supportive academic course at this tier: EDUC 390

 

TIER TWO/METHODS

OBJECTIVE: To provide candidates with immersion in discipline-specific professional practice at appropriate licensure levels.

Candidates are provided with the following opportunities: focused observation and analysis of diverse student needs; collaborative planning, implementation, assessment and reflection guided by instruction, research, and by professional and content standards; application of technology and teaching and assessment opportunities.

        Courses with field experience at this tier: EDUC 313,EDUC 315, EDUC 318, EDUC 319, EDUC 321, EDUC 322, EDUC 325, EDUC 333, EDUC 334, EDUC 335,  EDUC 340, EDUC 341, EDUC 347, EDUC 354, EDUC 355/English, EDUC 355/Math, EDUC 355/Social Studies, EDUC 355/World Language, EDUC 355/Natural Science, EDUC 354, EDUC 356, EDUC 358

        Supportive academic course at this tier: EDUC 150, EDUC 151, EDUC 216

 

TIER ONE/FOUNDATIONS

OBJECTIVE: For prospective candidates to have immediate practical experiences - some with at-risk students - and interact in professional communities in a variety of settings to develop frameworks for clinical integration with P-12 student focus and to discern their commitment to this professional program.

This includes reflection on standards based learning outcomes. All experiences provide scaffolding for Tier II and/or Tier III practicums.

1C. Late: This level of the tier provides informational and resource support as candidates prepare for student teaching. Course: EDUC 359.

1B. Mid: This level of the tier provides a sustained guided classroom experience including a full week experience in a diverse urban setting with structured reflection on diversity model theories and intercultural competence as seen in practice.

        Courses with field experience at this level of tier one: EDUC 203, EDUC 212, EDUC 213, EDUC 215, EDUC 310.

1A. Early: This level provides experience in two settings, including one with at-risk populations to see if direct service with school age youth might be a fitting choice for prospective candidates.

      Courses with field experience at this level of tier one: EDUC 111

       Supporting academic courses at this tier: EDUC 109, EDUC 150, EDUC 150

 

Samples of Related Activities by Tier

Tier III: Capstone - Student teaching.

  • Final check point for writing
  • Banks, McIntosh, Beverly Tatum, Janet Helms, Sonia Nieto
  • Multicultural contributions and issues in education
  • Achievement gap
  • Diversity curriculum analysis
  • Intensive reflection
  • Teacher conferencing
  • Faculty meetings
  • Workplace ethics and professional behavior
  • Team teaching
  • Instructional strategies
  • Lesson planning
  • Integration of content knowledge
  • Differentiated learning
  • Classroom management/learning environment
  • Parent conferencing
  • Work with paraprofessionals
  • Varied assessments
  • Portfolio development that addresses inclusion, special services, demographic profile, two-week unit addressing diverse groups, post unit reflections, management skills

Tier II: Pedagogy/methods

  • Lesson planning and delivery
  • Focused observation
  • Professional content standards
  • National and state standards
  • SIOP method for ESL
  • Communicative competence teaching theory
  • Gender issues in the classroom
  • Special needs
  • Poverty awareness
  • Rural issues
  • Learning styles
  • Differentiated instruction
  • Content based instruction
  • Application of technology
  • Assessment opportunities
  • Exposure to cultural issues
  • Culturally responsive pedagogy
  • Various and multiple functioning of the middle schools
  • Unique structural component to elementary, middle and secondary schools
  • Authentic assessment, performance assessments
  • Rural, suburban and urban
  • Private and public
  • Technology and teaching and learning
  • Interdisciplinary lessons
  • Culture fair
  • Immersion schools
  • Linguistic diversity, working with ELLs
  • Techniques for accommodating diversity
  • Past and present art pedagogy, art movements, theories, practices for teaching K-6 art
  • Reflection
  • Collaboration with classroom teachers
  • One-on-one work with K-12 students
  • Group work with K-12 students
  • Enduring understandings and backward design

Tier I: Foundations

1.C Late-foundations (first tier)

  • Formal management plan
  • Managements paper that integrates one or more diversity models
  • Preparing for the profession: rules and regulations, job hunting, interviewing
  • Working with parents
  • Licensure rules
  • Code of ethics
  • Collaboration with special education teachers and students
  • Student teaching preparations
  • Applied philosophy of education
  • Poverty
  • Special needs
  • English Language Learners

1. B Mid-foundations (first tier)  

  • School demographics
  • Awareness of issues and sensitivity toward working with multicultural student : culturally responsive teaching
  • Koa Kalia Yang, a Hmong American experience
  • Awareness of diversity models
  • Awareness of theories of learning
  • Analysis of teacher practice as it relates to theory
  • Linguistic diversity
  • Achievement gap
  • Interview host immersion teacher
  • One week sustained experience (forty hours urban diversity immersion for all licensure levels) and reflection
  • Three week extended experience (thirty hours) in classroom for elementary licensure level and reflection
  • Recognize use of Motivation techniques
  • Standards based awareness
  • Content introduction and review of elements and principles of art, the creative process, styles of art, and ways to describe, analyze and interpret works of art.
  • Scaffolding for tier II
  • Demands for increased critical thinking
  • Challenging prospective candidates stereotypes about learners
  • Perry
  • Piaget
  • Vygotsky

1. A Early foundations (first tier)

  • 25 hours with at-risk youth (service learning) with reflections on SEP based learning outcomes
  • Educational philosophy
  • Exposure to Ruby Payne, Julie Landsman and linguistic differences
  • Gender issues in the classroom
  • Poverty
  • Awareness of theories of learning
  • Brain-based learning
  • Learning styles
  • Code of Ethics
  • Reflection
  • One full week teacher shadow experience
  • Introduction to Standards of Effective Practice (SEPs)
  • History of education and current events, including poverty, gender and diversity issues.
  • Data/Field Placement Data/ Tier levels flow chart attachment