ࡱ> bda @ M&bjbj)) fKzKzMxxxxxxx< ,w#DDDDD"""""""$#%Ru'#xB"BB#xxDD1#hhhB xDxD"hB"hhrn!TxxJ"D8 0aRL!"dG#0w#!z'(b'(J"xxxx'(xJ"HhJh< 5##D j Course Number and Title Semester and Year University of North Carolina at Pembroke Teacher Education Program Accredited by: National Council for Accreditation of Teacher Education (NCATE) North Carolina Department of Public Instruction (NCDPI) Instructor: Office Location: Office Hours: Phone: Email: Course Description: (from the current 鶹P catalog) Conceptual Framework: Theme: Preparing professional educators who are committed, collaborative, and competent. The 鶹P Teacher Education Program is committed to the public school mission of preparing P-12 learners for full participation in a democratic society. We believe that all P-12 learners are entitled to the highest quality instruction, services, resources, and facilities that society can provide. 鶹Ps primary responsibility in that noble effort is to prepare competent and collaborative professional educators committed to the democratic mission in public education. Relationship of Course to the Conceptual Framework: (Define role of this course within our Teacher Education Program conceptual framework.) SAMPLE: Introduction to Gifted Education: This course is one of the four required courses in an add-on program in the education of academically and intellectually gifted students. This program is designed to prepare competent, committed, and caring professionals who embrace a constructivist approach to learning and who value collaboration with colleagues in various professional communities. Teacher Education Standards (Insert undergraduate OR appropriate graduate standards. Reading, MSA, & School Counseling Programs should include applicable DPI Specialty Area Standards) 鶹P Undergraduate Teacher Education Standards Standard 1 The teacher candidate commands essential knowledge and understandings of the academic discipline(s) from which school subject matter is derived and integrates that knowledge into personally meaningful frameworks. Standard II The teacher candidate has acquired a professional knowledge base about public schooling in a democratic society, learners, language, learning, and learning environments and integrates that knowledge into personally meaningful frameworks. Standard III The teacher candidate commands essential knowledge and understandings about curriculum, instruction, and evaluation in the subject matter area(s) and integrates that knowledge into personally meaningful frameworks. Standard IV The teacher candidate commands essential knowledge and understandings of instructional technology and integrates that knowledge into personally meaningful frameworks. Standard V The teacher candidate has a clearly defined sense of professional identity (roles, responsibilities, ethics, and dispositions), professional purpose, and affiliation with the professional community. Standard VI The teacher candidate uses content, pedagogical, and professional knowledge, skills, and dispositions to design, implement, and evaluate meaningful learning experiences for all students in a clinical setting. 鶹P Masters Degree Standards A. Instructional Expertise The candidate demonstrates instructional expertise by applying the theoretical, philosophical, and research bases for educational practice in P-12 settings to improve student learning. B. Knowledge of Learners The candidate incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning into the planning, delivery, and evaluation of instruction. C. Research The candidate uses research to examine and improve instructional effectiveness and student achievement. D. Content Knowledge The candidate demonstrates advanced depth and breadth of knowledge and skills in the academic discipline and in education. E. Professional Development and Leadership The candidate engages in continued professional development and provides leadership at the classroom, school, and community levels, and within the profession. (Note: Information about CARE should only appear in Undergraduate syllabi.) Course Artifacts and Reflections as Evidence (CARE) System The 鶹P Teacher Education Program is structured around the six standards (listed above) that teacher candidates are expected to meet by the time their program of study is completed. The CARE system requires the teacher candidate to reflect on his/her professional development by making connections between what is learned in each course and the standards. Each program standard is presented with a summary of corresponding knowledge, dispositions, and performance indicators. The performance indicators for each of the six 鶹P Teacher Education Program Standards are organized into six matrices. You will select course-generated products of learning (e.g., assignments, projects) as evidence that the performance indicators for each standard are met, and you will record each chosen product of learning in the artifact appropriate box. Then, you will write a reflection on the reasons for selecting that product and explain how it relates to that performance indicator. You do not create anything new or extra; you simply select an assignment or project that you completed for a course and explain how it relates to the performance indicator. The CARE process is ongoing, beginning in EDN 302 and ending at the conclusion of the internship. By the time you complete your preparation program, you should have at least one product and reflection for each of the performance indicators under each of the six standards. You are welcome to add products and reflections to your matrices at any time. Checkpoints as you progress through your program will help keep you on target. Near the end of your internship semester, your completed matrices will be evaluated using a rubric. Successful completion of the CARE process is a requirement for all teacher education majors. The products of learning required in this course relate to the following standards and respective performance indicators: (Insert information regarding performance indicators met by this particular course.) SAMPLE: In 302, you will complete projects that may be used as evidence that Standard 2 performance indicators (a-d) have been met. The candidate understands the public school mandate to both assure and increase social equity. The candidate can profile a school, community, and district demographically, culturally, and structurally. The candidate demonstrates awareness of professional identity, ethics, dispositions, development, and affiliation. The candidate demonstrates understanding and respect for learners from cultural backgrounds different from their own. Assignments in this course may also be used a evidence for performance indicators for Standard IV and V. Course Objectives: (Include specialty area competencies addressed in course.) Course Outline: (List as specifically as possible the topics to be covered in the course.) Textbook: Instructional Strategies: (List instructional strategies that are used in teaching this course. If applicable, address the use of technology as a teaching and learning tool.) Course Administration: (List expectations/policies for students in order for them to complete the course successfully. Examples: attendance, late assignments) Course Requirements: (List assignments, projects, field experiences, tests/quizzes, presentations and other graded work for the course.) Evaluation/Grading: (Define in detail the grading criteria for the course. If class participation and attendance factors into the final grade, provide a statement of explanation.) 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