• 3 semester credits
• Audience: Special education (high incidence; mild/moderate) teacher candidates (preK-12)
• This course is for both undergraduates and graduates

Instructor:

Note to User: Include contact information in this section.

Department:
Office:
Phone:
E-mail Address:
Office Hours:

Required Textbooks:

Required Readings:

Required Materials:

Mission
The mission of the College of Education is to enhance education, workforce development, health, and policy for the well-being of society through (a) the creation, communication, and application of new knowledge; (b) preparation of scholars, researchers, educators, and other professionals to meet the needs of our increasingly diverse, global, technological society; and (c) outreach initiatives engaged with matters related to the local community, state, nation, and world.

Vision
The College of Education will be a leader for improving education, workforce development, health, and policy in order to contribute to a well educated, healthy, just, and equitable society.

Standards of Effective Practice:

The Council for the Accreditation of Educator Preparation’s (CAEP) standards guide the development of coursework and clinical experiences at the university. CAEP standards relevant to this course include:

Standard 1: Content and Pedagogical Knowledge
Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression levels in the following categories: the learner and learning; content; instructional practice; and professional responsibility.

Relevant InTASC (Interstate Teacher Assessment and Support Consortium) Standards

• Standard #1: Learner Development
• Standard #2: Learner Differences
• Standard #3: Learning Environment
• Standard #4: Content Knowledge
• Standard #6: Assessment
• Standard #7: Planning for Instruction
• Standard #8: Instructional Strategies
• Standard #9: Professional Learning and Ethical Practice

Course Objectives
Upon completion of the course, the candidate will be able to:

** Council for Exceptional Children’s (CEC) Initial Specialty Set: Individualized General Curriculum Standards.
*** Interstate Teacher Assessment and Support Consortium (InTASC).

To promote candidates’ understanding of the material and acquisition of course-related skills, the following instructional approaches are used with the course:

1. Active Practice with Feedback:
   1. In-person: During weekly class sessions, candidates practice specific skills using a structured role-play model. Partner, small-group, and whole-class groups are used.
   2. Video-based: Throughout the course, candidates video-record themselves practicing the delivery of specific, isolated techniques, such as introducing a new technique or teaching a strategy. Peer and instructor feedback is provided.
2. Structured Lesson Planning Support: Candidates prepare structured lesson plans that reflect the principles of strategic instruction.
3. Distributed and Cumulative Review: Frequent quizzes support mastery of content learning. Quizzes address content read in preparation for class and material covered in prior session.
4. Micro-Teaching Delivery and Observation: Each week, specific teaching skills are practiced within class. The capstone assignment is a 10-minute teaching lesson in which candidates deliver a lesson and peers collect and report data on the instruction.
5. IRIS Materials: STAR Legacy Modules

Diversity

Note to User: Be sure to include your university’s diversity statement here.

The College of Education is committed to multicultural education as a foundation for working toward a more just and equitable society. The scholarship, practice, and activism of critical multicultural education focuses on examining and transforming inequitable societal structures, policies, practices and values. As critical multicultural educators, we work simultaneously to increase our own awareness of power, privilege, and positionality, as well as collaboratively with stakeholders to enact social change. As educational professionals we identify and challenge oppression and work for social justice, generally, and in local educational settings, specifically.

1. Participation Assignments (30%)
   Candidates will complete weekly quizzes and/or in-class assignments for participation points. All quizzes and in-class work will be graded. Homework assignments will consist of brief reflections on readings, IRIS Modules, and applied activities. Directions and related materials are provided on the course management website. All homework should be submitted online to the appropriate assignment folder. Grades for this work will constitute 30% of the final course grade. Candidates will not be able to make-up missed work unless it is for an approved or excused absence (see Other Course Policies).
2. Lesson Plans (5%, 15%, 25%)
   Using the Lesson Plan format and guidelines provided in class, candidates will complete three lesson plans that incorporate techniques and approaches taught in the course. The assignments are formative in nature, as reflected by the incremental increase in assignment value. A copy of the Lesson Plan Format is provided in the Detailed Assignment Guides and Rubrics section.
3. Micro Teaching (25%)
   The focus of this course is on how to teach strategically and effectively. Effective instruction involves the use of planned techniques (e.g., Teach Like a Champion [TLAC]) and the incorporation of evidence-based strategies. For the cumulative assignment, students will develop a 10-minute lesson and conduct the lesson for their peers using a microteaching format. The microteaching lesson should be developed using the Lesson Plan format provided on the course management website. All lessons must include at least three TLAC techniques. The content can be science, social studies, or mathematics.

Special Accommodations

Note to User: Be sure to include your university’s statement about special accommodations/students with disabilities here.

Students who seek special accommodations due to a disability should contact me during the first week of the semester or as soon as the need for the accommodation is discovered. I will work with the Disability Resource Center to provide appropriate accommodations.

Other Course Policies

• Professional conduct is expected at all times. This includes being on time for class, turning cell phones off during class and removing them from sight, using professional courtesy during class discussions, and completing readings or other assignments in order to fully participate in class. This course is heavily dependent on your active participation. Open laptops impede participation. Please leave your laptops closed during class unless otherwise indicated by the instructor.
• Late assignments will not be accepted unless the instructor has given prior written approval or acceptable documentation of an illness or emergency situation can be provided.
• Class attendance is the personal responsibility of each candidate; do NOT ask the instructor if it is “okay” to miss a class. If you choose to miss a class, it is your responsibility to retrieve the information from the course website, check-in with a peer, and accept lost participation points (e.g., missed in-class quiz or assignment). Absence from class can be “approved,” “excused,” or “unexcused”:
• Approved absences: Any university-endorsed special event required for athletics, academics, or other professional activities (e.g., academic conference). The instructor must be notified prior to the event no later than the class preceding the absence.
• Excused absences: Significant illnesses or injury, death in the immediate family, doctor’s appointments. Candidates should contact the instructor as soon as reasonably possible and will be allowed to make-up the missed work.
• Unexcused absences: Any absences that are not approved or excused. This includes missing class for weddings, family reunions, intramurals, fraternity/sorority meetings or events, preparation for other courses, interviews, etc.
• This course will include a web-based component through the university’s course management system. An electronic version of most documents used in class (including the instructor’s PowerPoint slides, assignments, and supplemental handouts) will be available for candidates to view and print.
• All assignments submitted electronically must be formatted as Microsoft Word documents (.doc or .docx) or PowerPoint (.ppt). Documents submitted in other formats will be returned to the candidate and points will be deducted. Candidates are responsible for ensuring that their assignments and exams have been submitted when required. Problems with technology will not be accepted as an excuse for late or missing assignments. Please consult the OIT office for technical difficulties.
• As a University student, you have agreed to abide by the University’s academic honesty policy, “A Culture of Honesty,” and the Student Honor Code. All academic work must meet the standards described in “A Culture of Honesty.” Lack of knowledge of the academic honesty policy is not a reasonable explanation for a violation. Questions related to course assignments and the academic honesty policy should be directed to the instructor.