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Graduate Course Proposal Form Submission Detail - EDE6506

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Current Status: Approved by SCNS - 2013-01-08
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): Change title from Classroom Management, School Safety, Ethics and Law and Elementary Methods to to read: Managing and Differentiating the Instructional Environment in Elementary Schools
Comments: to GC 12/3. Elementary ED MAT - Course Title Change. GC approved 12/3/12. to SYS 12/4/12 to SCNS 12/12/12. SCNS approved effective 2/1/13


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2916 2012-08-28
     
    Department College Budget Account Number
    Childhood Education & Literacy Studies ED 172100
     
    Contact Person Phone Email
    Audra Parker 8139743463 akparker@usf.edu

  2. Course Information

    Prefix Number Full Title
    EDE 6506 Classroom Management, school safety, ethics, law & ele methods

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) -
     
    Abbreviated Title (30 characters maximum)
    Class Mgmt, safety, and method
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    n/a

    Corequisites

    n/a

    Course Description

    This course examines various approaches to managing the elementary instructional environment and specific strategies for maintaining a safe, positive classroom climate.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for program/concentration/certificate change

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    part of the MAT planned program of study

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    a doctorate degree in elementary education or related field


  4. Other Course Information

    A. Objectives

    1. The MAT Teacher Candidate compares alternative strategies and models for classroom management and creates and maintains a management system that promotes a supportive, safe, organized, and efficient student-centered learning environment (FEAP 2a, 2b, 2c).

    2. The MAT Teacher Candidate creates high expectations and maintains a climate of openness, inquiry, fairness and support that is respectful of learner differences (e.g. cultural, familial, linguistic, and ability) (FEAP 2d, 2f).

    3. The MAT Teacher Candidate will use and model clear, acceptable oral and written communication (FEAP 2e).

    4. The MAT Teacher Candidate will integrate technological resources, current information, and communication technologies to support teaching and learning for diverse learners (FEAP 2g, 2i; ESOL 3.3.c, 4.2c)

    5. The MAT Teacher Candidate will understand the principles of differentiated instruction and use a variety of materials and strategies to differentiate the learning environment, instruction, and assessment to accommodate the diversities of learners (FEAP 1a, 1b, 1c, 1d, 1e, 2h, 3a, 3c, 3d, 3e, 3g, 3h, 4d; ESOL 3.3 a; 3.3.b, 4.2.a, 4.2.b).

    6. The MAT Teacher Candidate will use a variety of formative and summative assessments to diagnose students’ learning needs and plan a unit of differentiated lesson plans for diverse learners (FEAP 3i, 3j, 4a, 4b, 4c).

    7. The MAT Teacher Candidate will identify strategies for communicating instructional, behavioral, and assessment data with students’ parents and caregivers (FEAP 4e, 5d)

    8. The MAT Teacher Candidate will engage in inquiry to explore questions related to classroom management and differentiated instruction and implement knowledge learned in their teaching (FEAP 5e).

    9. The MAT Teacher Candidate demonstrates understanding of ethical practices in planning instruction and managing student behavior and adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to State Board of Education Rules 6B-1.001 and 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public, and the education profession (FEAP 6)

    B. Learning Outcomes

    A. Summative Assessments

    1. Classroom Management Inquiry (80 points)

    (FEAP 2a, 2b, 2c, 5e, Objectives 1, 8)

    This assignment consists of several components:

    – Part 1 (15 points): 2-3 page narrative describing your philosophy on behavior management

    – Part 2 (15 points): For two weeks in the field, maintain a journal of observations, questions, reflections related to issues of classroom management. From these journal entries, select an area of interest for inquiry. Possible topics include organization, management of space and time, maintaining attention, setting expectations, rules and consequences, etc…)

    – Part 3 (50 points) Develop a plan for inquiry into your area of interest. This plan should include an inquiry question, a plan for data collection and analysis, and reflection on your learning including the impact of the inquiry on subsequent goals and your management philosophy.

    2. Unit Plan (117 points; CHALK AND WIRE assignment)

    (FEAP 2g, 2i, 1a, 1b, 1c, 1d, 1e, 2h, 3a, 3c, 3d, 3e, 3g, 3h, 3i, 3j, 4a, 4b, 4c, 4d; ESOL 4.2; Objectives 4, 5, 6)

    Critical Task

    (FEAPs assessed: 3e, 3h, 4c; ESOL 4.2)

    You will select an interdisciplinary topic appropriate for instruction within the specific school setting and the curricular context. You will plan and teach a series of connected lessons that integrates multiple content areas and incorporates a variety of differentiated instructional strategies. Plans will be conceptualized based on data collected on students’ learning needs and should be written in detail, and should include Sunshine State Standards, learner outcomes/objectives, materials to be used, activities, related artifacts, and assessment of student learning. Lessons should include teaching strategies, modifications/accommodations, and resources appropriate for the needs of diverse learners (e.g. cognitive and linguistic diversity).

    This assignment must be posted on the electronic portfolio (Chalk and Wire). You must score a 3 or higher on the Chalk and Wire rubric in order to pass the course. You are responsible for submitting the assignment to Chalk and Wire at the time you submit a hard copy of the assignment for evaluation. If you do not meet the required score, you will be given feedback and will revise and resubmit your assignment to Chalk and Wire; however, the original score will be used to compute your course grade. The Critical Assignment must be submitted to Chalk and Wire by the due date in order to receive a passing grade for the course.

    The College of Education website has a link to Chalk and Wire for information about training and assistance.

    3. Classroom Management Plan (52 points)

    (FEAP 2a, 2b, 2c, 2d, 2e, 2f, 2g, 2i, 4e, 5d; ESOL 3.3; Objectives 1, 2, 4, 7)

    Critical Task

    (FEAPs assessed: 2a, 2b, 2c, 5d; 4e ESOL 3.3)

    You will develop an in-depth plan reflective of your developing philosophy of classroom management. The plan will include an overview of what a teacher does to prepare for the new school year, a schematic diagram of the classroom, and Welcome to the School Year letter. In addition, you will address procedures and routines, rules and expectations, consequences when rules are not followed/motivational strategies, a first day of school narrative, samples of parent communication, technology incorporation, and a weekly newsletter. In each aspect of the plan, consideration will be given to culturally responsive resources, materials, and technologies that support the classroom experiences of diverse learners, including ELLs.

    This assignment must be posted on the electronic portfolio (Chalk and Wire). You must score a 3 or higher on the Chalk and Wire rubric in order to pass the course. You are responsible for submitting the assignment to Chalk and Wire at the time you submit a hard copy of the assignment for evaluation. If you do not meet the required score, you will be given feedback and will revise and resubmit your assignment to Chalk and Wire; however, the original score will be used to compute your course grade. The Critical Assignment must be submitted to Chalk and Wire by the due date in order to receive a passing grade for the course.

    The College of Education website has a link to Chalk and Wire for information about training and assistance.

    4. Ethics in Classroom Management (20 points)

    (FEAP 6, Objective 9)

    Critical Task

    FEAPs assessed: 6

    You will identify a current ethical dilemma related to classroom management from the media and present the dilemma to the group for15 minute discussion in class. After leading the discussion, you will reflect on the key points from the discussion and propose possible solutions/suggestions for the dilemma. You will submit a 1page summary of your dilemma and reflection.

    This assignment must be posted on the electronic portfolio (Chalk and Wire). You must score a 3 or higher on the Chalk and Wire rubric in order to pass the course. You are responsible for submitting the assignment to Chalk and Wire at the time you submit a hard copy of the assignment for evaluation. If you do not meet the required score, you will be given feedback and will revise and resubmit your assignment to Chalk and Wire; however, the original score will be used to compute your course grade. The Critical Assignment must be submitted to Chalk and Wire by the due date in order to receive a passing grade for the course.

    B. Other Formative Assignments/Assessments (Points and/or %)

    Reading Response /Post Class Thoughts (5 pts/5 pts, each class)

    (FEAP 1 a-e; 2a-g, 2i, 3a-e; 3g-j; 4a-e; Objective 3). For each class meeting, you will complete a graphic organizer synthesizing key points from the required readings. For the purposes of this course, readings related to differentiated instructional lesson and unit planning, maintaining the learning environment, and data-driven assessment will be assigned. At the end of each class meeting, students will reflect on their learning and questions.

    C. Major Topics

    . Content Outcomes / Course Schedule:

    Date Course Content Text to be Read /Assignments Due

    Week 1 Introduction to classroom management

    Setting the tone: First days of school

    Week 2 Ethics and safety in management

    Week 3 Overview: Approaches to classroom management

    Week 4 Organizing the physical classroom environment

    Week 5 Establishing a positive climate

    Week 6 Classroom routines and norms

    Week 7 Motivation

    Week 8 Addressing challenging behaviors

    Week 9 Instructional lesson and unit planning

    Week 10 Overview of differentiated instruction

    Week 11 Differentiating by product, learning style

    Week 12 Differentiating readiness, interest

    Week 13 Differentiating by content, process

    Week 14 Differentiated grading and assessment

    Week 15 Managing the differentiated environment

    Assignments and points are subject to change,

    based on the needs of the course and at the instructor’s discretion.

    D. Textbooks

    E. Course Readings, Online Resources, and Other Purchases

    Chalk and Wire account. ID # can be purchased from USF bookstore.

    F. Student Expectations/Requirements and Grading Policy

    Assignment POINTS Assessment Method

    Class participation/in-class response 5 pts/ 5 pts (per class)daily checklist

    Reading response 5 pts each)5 pts per class daily checklist

    Inquiry 80 points

    Rubric Unit plans 117 points Rubric/CW Task

    Classroom Management plan 52 pts Rubric/CW Task

    Ethics Reflection 20 points Rubric/CW Task

    Course Final Grades:

    Grades will be calculated by dividing the total points earned by the total points possible and multiplying the value by 100.

    Grading Scale:

    97-100 A+ 94-96 A 90-93 A-

    87-89 B+ 84-86 B 80-83 B-

    77-70 C+ 74-76 C 70-73 C-

    67-69 D+ 64-66 D 60-63 D-

    60 or below F

    G. Assignments, Exams and Tests

    1. Classroom Management Inquiry (80 points)

    Part 1 (15 points): 2-3 page narrative describing your philosophy on behavior management

    Part 2 (15 points): For two weeks in the field, maintain a journal of observations, questions, reflections related to issues of classroom management. From these journal entries, select an area of interest for inquiry. Possible topics include organization, management of space and time, maintaining attention, setting expectations, rules and consequences, etc…)

    Part 3 (50 points) Develop a plan for inquiry into your area of interest. This plan should include an inquiry question, a plan for data collection and analysis, and reflection on your learning including the impact of the inquiry on subsequent goals and your management philosophy.

    2. Unit Plan (117 points; CHALK AND WIRE assignment)

    Critical Task

    (FEAPs assessed: 3e, 3h, 4c; ESOL 4.2)

    You will select an interdisciplinary topic appropriate for instruction within the specific school setting and the curricular context. You will plan and teach a series of connected lessons that integrates multiple content areas and incorporates a variety of differentiated instructional strategies. Plans will be conceptualized based on data collected on students’ learning needs and should be written in detail, and should include Sunshine State Standards, learner outcomes/objectives, materials to be used, activities, related artifacts, and assessment of student learning. Lessons should include teaching strategies, modifications/accommodations, and resources appropriate for the needs of diverse learners (e.g. cognitive and linguistic diversity).

    This assignment must be posted on the electronic portfolio (Chalk and Wire). You must score a 3 or higher on the Chalk and Wire rubric in order to pass the course. You are responsible for submitting the assignment to Chalk and Wire at the time you submit a hard copy of the assignment for evaluation. If you do not meet the required score, you will be given feedback and will revise and resubmit your assignment to Chalk and Wire; however, the original score will be used to compute your course grade. The Critical Assignment must be submitted to Chalk and Wire by the due date in order to receive a passing grade for the course.

    The College of Education website has a link to Chalk and Wire for information about training and assistance.

    3. Classroom Management Plan (52 points)

    (FEAP 2a, 2b, 2c, 2d, 2e, 2f, 2g, 2i, 4e, 5d; ESOL 3.3; Objectives 1, 2, 4, 7)

    Critical Task

    (FEAPs assessed: 2a, 2b, 2c, 5d; 4e ESOL 3.3)

    You will develop an in-depth plan reflective of your developing philosophy of classroom management. The plan will include an overview of what a teacher does to prepare for the new school year, a schematic diagram of the classroom, and Welcome to the School Year letter. In addition, you will address procedures and routines, rules and expectations, consequences when rules are not followed/motivational strategies, a first day of school narrative, samples of parent communication, technology incorporation, and a weekly newsletter. In each aspect of the plan, consideration will be given to culturally responsive resources, materials, and technologies that support the classroom experiences of diverse learners, including ELLs.

    This assignment must be posted on the electronic portfolio (Chalk and Wire). You must score a 3 or higher on the Chalk and Wire rubric in order to pass the course. You are responsible for submitting the assignment to Chalk and Wire at the time you submit a hard copy of the assignment for evaluation. If you do not meet the required score, you will be given feedback and will revise and resubmit your assignment to Chalk and Wire; however, the original score will be used to compute your course grade. The Critical Assignment must be submitted to Chalk and Wire by the due date in order to receive a passing grade for the course.

    The College of Education website has a link to Chalk and Wire for information about training and assistance.

    4. Ethics in Classroom Management (20 points)

    (FEAP 6, Objective 9)

    Critical Task

    FEAPs assessed: 6

    You will identify a current ethical dilemma related to classroom management from the media and present the dilemma to the group for15 minute discussion in class. After leading the discussion, you will reflect on the key points from the discussion and propose possible solutions/suggestions for the dilemma. You will submit a 1page summary of your dilemma and reflection.

    This assignment must be posted on the electronic portfolio (Chalk and Wire). You must score a 3 or higher on the Chalk and Wire rubric in order to pass the course. You are responsible for submitting the assignment to Chalk and Wire at the time you submit a hard copy of the assignment for evaluation. If you do not meet the required score, you will be given feedback and will revise and resubmit your assignment to Chalk and Wire; however, the original score will be used to compute your course grade. The Critical Assignment must be submitted to Chalk and Wire by the due date in order to receive a passing grade for the course.

    B. Other Formative Assignments/Assessments (Points and/or %)

    Reading Response /Post Class Thoughts (5 pts/5 pts, each class)

    (FEAP 1 a-e; 2a-g, 2i, 3a-e; 3g-j; 4a-e; Objective 3). For each class meeting, you will complete a graphic organizer synthesizing key points from the required readings. For the purposes of this course, readings related to differentiated instructional lesson and unit planning, maintaining the learning environment, and data-driven assessment will be assigned. At the end of each class meeting, students will reflect on their learning and questions.

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    Prompt arrival to class is also a reflection of involvement and professionalism. Because many extraneous factors can influence arrival time, two tardies (30 minutes or less) can be overlooked. However, beyond two, your class participation points, and ultimately, your final grade will be negatively impacted. Missing more than 30 minutes of class will be considered an absence.

    J. Program This Course Supports

    MAT in Elementary Education


  5. Course Concurrence Information



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.