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MLED 2003 HANDBOOK
Revised August 2019
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MLED 2003 Course Assignments.........................................................................................................25Autobiography.....................................................................................................................................26
Observation Form................................................................................................................................27
Seating Chart During Student/Teacher Interactions...........................................................................28
Seating Chart During Peer Interactions...............................................................................................29
Interview with a Middle Level Teacher...............................................................................................30
Interview with a Middle Level Student................................................................................................31
PTA/PTO or Governing Board Meeting Form......................................................................................32
Instructional Content and Strategies at the Middle Level...................................................................33
Importance and Purpose of Learning Observation Form....................................................................34
Lesson Components Instructional Strategies Observation Form........................................................35
Ethics & Values in a Democratic School System...................................................................................36
Classroom Management Observation Form.........................................................................................37
Field Experience Presentation Guidelines............................................................................................38
PRESENTATION RUBRIC.........................................................................................................................38
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TO: Introduction to Education Candidates
FROM: Curriculum and Instruction Faculty
SUBJECT: Welcome
Welcome to Introduction to Education MLED 2003. We are sure that you will find this to be an exciting and rewarding experience.
The purpose of this experience is to help you understand how the system of education really works. As you understanding the system, you will also be gaining information to help you make an important career choice. Working with children is not the appropriate choice for everyone. Some of you will discover that teaching is not for you; others of you will “know for sure” that you want to devote your professional life to teaching. Each decision is equally important and is equally respected.
Although the actual classroom observation phase of this course is very important, the follow‐up seminars that you will have with your colleagues and your professor are equally important in helping you to clarify the experience. It is not so much a new experience that helps us to grow, but it is the reflection on any experience. Seminar is your reflection time. We believe that you will find the sharing time in seminar to be informative and fun ‐ and it is always lively!
We have all been classroom teachers, so we are well aware of the knowledge, skills and attitudes that are necessary if you are to be a successful teacher. Your education advisor will help you get into Stage II, and assist with other tasks as you move toward licensure to become a “real teacher”.
M E M O R A N D U M
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Dr. Linda Bean Dean, College of Education
Crabaugh 214 ‐ A (479) 968‐0418
Dr. Tim Carter Associate Dean, College of Education
Crabaugh 212 (479) 968‐0420
Mrs. Danielle Hodges, Ed.S. Interim Director of Teacher Education Student Services
Crabaugh 109 (479) 968‐0290
Dr. David Bell Licensure Officer Crabaugh 203 (479) 968‐0392
Instructor for MLED 2003 ______________________________
Instructor’s Campus Office Location______________________
Instructor’s Office Hours_______________________________
Instructor’s Phone # __________________________________
Instructor’s OneTech Email Address _____________________
College of Education: Important Names to Know
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The Arkansas Tech University Collegiate Middle Level Association an Affiliate of the Association Middle Level Education is one of 33 chapters in the United States. All students interested in education, and especially Middle Level Education majors are encouraged to join this professional organization.
Membership is $20.00 a year, and provides students access to professional development related to the middle level classroom.
Conferences that are also available for student attendance are the Arkansas Association for Middle Level Education Conference, the Association Middle Level Association annual conference, and the Annual Collegiate Middle Level Association Conference.
Networking is an important part of any pre‐service middle level student. Join CMLA and meet your middle level colleagues. For additional information, contact the CMLA advisor, Dr. V. Carole Smith, 479‐968‐0421 or [email protected]
Collegiate Middle Level Association
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Developed by members of the Unit and representative stakeholders to guide the development and assessment of programs in Elementary Education, Middle Level Education, and Secondary Education.
The mission of the Unit is founded on a set of core values, which, in turn drive the conceptual framework, which guides the development of programs and the delivery of courses within each program. The core values are born of consideration for our goal of excellence in teaching; the examination of established national, state, and unit standards for teaching and learning; and the review of curriculum experiences and expectations in all programs. Given that there are typically more values than can reasonably be addressed in the development of a sustaining conceptual framework flexibly encompassing three teacher preparation programs, the College of Education has made thoughtful choices. These select, enduring beliefs represent not only what is important to know and do, they are the deep and most important understandings which will anchor the unit, the programs to it, the courses within each, and assessment throughout. We believe these values to be central to the accomplishment of standards for teaching excellence, and that they will ensure that teacher candidates are successful in making a difference in student learning. They are powerful beliefs with transfer. They are lasting values, carrying the teacher candidate beyond the program and throughout professional development.
The Core values are the context for how professional, state, and institutional standards are addressed in teacher candidate programs at Arkansas Tech University. The core values direct the development and refinement of programs, courses, design of instruction, research, service, and assessment. These core values, then, determine what teacher candidates should know and be able to do, and the kinds of assessment and evaluation used to gauge the performance of the teacher candidate. The core values include the following statements of belief:
1. All human beings grow, develop and learn. (Standards 1, 2, 3 & 4)2. Student learning is the goal; the teacher’s role is to maximize growth, development and learningopportunities for each individual. (Standards 1, 2, 3 & 4)3. Educational opportunities should be developmentally appropriate. (Standards 1, 2, 3 & 4)4. Effective teachers possess a strong academic knowledge base. (Standards 1 & 3)5. Accountability is an essential part of the teaching/learning process. (Standards 1, 2, 3 & 4)6. Diversity is valued within the teaching/learning process. (Standards 1, 2, 3, 4 & 5)7. Parents and community are essential to the teaching/learning process. (Standards 3, 4 & 5)8. Professional educators are committed to high levels of moral and ethical behavior. (Standards 2, 3, 4& 5)
These core values create the Unit's framework: Professionals for the Future. The framework emphasizes the concepts of teacher as instructional leader, reflective decision‐maker, and problem solver with knowledge of the student, a strong content and pedagogical knowledge, a commitment to their profession, and a desire to continue their development.
These concepts of teacher, then, imply common strands for translation into manageable, program‐specific, sequences of learning expectations and experiences. Each strand serves a specific purpose, and all strands are interrelated and interacting. Every effort is made to integrate the strands rather than to cover each separately within a program. The major strands of the Unit include:
1. Strong Academic Background (Standards 1 & 2)
College of Education Core Values
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2. Knowledge of the Student (Standards 1, 3 & 5)3. Professional and Pedagogical Knowledge (Standards 1, 3, 4 & 5)4. Developmentally Appropriate and Effective Practices (Standards 1, 2 & 3)
The unifying forces of the interrelationship and interaction of strands are:
Oral and written communication
Technology
Diversity
Student Learning and its Assessment
Reflection
Leadership
The Unit’s conceptual framework is designed to organize learning expectations and experiences into manageable, discipline‐specific components extending to each teacher candidate program. Within each program strands become standards‐related. Each strand serves a specific purpose in achievement of the standards.
Finally, the conceptual framework provides an underlying structure for the assessment of teacher candidates. The framework guides the collection of assessment evidence, with emphasis on performance tasks and projects, needed to document and validate that the desired knowledge, performances, and dispositions have been achieved. We believe the conceptual framework to be the valid measure of excellence in teaching and the accomplishment of standards for licensure of beginning teachers.
Unit Goals:
To increase the use of technology in all programs.
To develop and implement standards‐based performance outcomes assessment for allprograms.
To improve the monitoring and assessing of teacher candidate progress.
To engage in on‐going systematic evaluation to determine how well the Unit is achieving itsoutcomes.
To enhance the collaboration between Arts & Sciences and Education to ensure a more activeand holistic approach to learning in both general education and teacher/professional educationcurriculum.
To develop and enhance Cohort faculties, knowledge of programs, processes and prioritieswhich affect university and school initiatives.
To enhance faculty’s use of technology as a learning tool.
To build a shared vision consistent with the Unit’s conceptual framework and with acommitment to the long term.
Association for Middle Level Education Middle Level Teacher Preparation Standards
PRINCIPAL A: THE LEARNER AND LEARNING Standard 1. Young Adolescent Development Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to young adolescent development and uses that knowledge in their practice. They demonstrate their ability to apply this knowledge when making curricular decisions, planning and implementing instruction, participating in middle level programs and practices, and providing healthy and effective learning environments for all young adolescents.
PRINCIPAL B: CONTENT Standard 2. Middle Level Curriculum Middle level teacher candidates understand and use the central concepts, standards, research, and structures of content to plan and implement curriculum that develops all young adolescents’ competence in subject matter. They use their knowledge and available resources to design, implement and evaluate challenging, developmentally responsive curriculum that results in meaningful learning outcomes Middle level teacher candidates demonstrate their ability to assist all young adolescents in understanding the interdisciplinary nature of knowledge. They design and teach curriculum that is responsive to all young adolescents’ local, national, and international histories language/dialects, and individual identities (e.g., race, ethnicity, culture, age, appearance, ability sexual orientation, socioeconomic status, family composition). Standard 3. Middle Level Philosophy and School Organization Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within middle level organizational components.
PRINCIPLE C: INSTRUCTIONAL PRACTICE Standard 4: Middle Level Instruction and Assessment Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to data-informed instruction and assessment. They employ a variety of developmentally appropriate instructional strategies, information literacy skills, and technologies to meet the learning needs of all young adolescents (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition). PRINCIPLE D: PROFESSIONAL RESPONSIBLITIES Standard 5: Middle Level Professional Roles Middle level teacher candidates understand their complex roles as teacher of young adolescents. They engage in practices and behaviors that develop their competence as middle level professionals. They are informed advocates for young adolescents and middle level education, and work successful with colleagues families, community agencies and community members. Middle level teacher candidates demonstrate positive dispositions and engage in ethical professional behaviors.
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Curriculum in Middle Level Education Checklist 120 Credit Hours
Suggested sequence of Courses
Student’s Name_______________________________________________________________
Select and Circle two or three concentrations: English/Language Arts, Math, Science or Social Studies
FRESHMAN YEAR
Fall Spring _____ ENGL 1013: Composition I _____ ENGL 1023: Composition II _____ HIST 1503: World History to 1500 ____HIST 1513: World History since 1500 _____ BIOL with Lab* _____ PHSC with Lab _____ MATH 1113: College Algebra _____ MATH 2033: Mathematical Concepts I _____ TECH 1001: Orientation to the Univ _____ MLED 2003: Introduction to Education
14 Hours 16 Hours
SOPHOMORE YEAR
Fall Spring _____ Fine Arts & Humanities _____ Fine Arts & Humanities _____HIST 2003: United States History to 1877 _____ POLS 2003: American Government _____ SPH 2003: Communication ______ EDMD 3013: Integrating Instructional
Technology _____ Concentration _____ Concentration _____ Concentration _____ Concentration
17 Hours 15 Hours
JUNIOR YEAR the following MLED course require Stage II Approval Fall Spring
______ ENGL 4703: Teaching English as a Second Language
_____ MLED 3041: Home to School Communication
_____ MLED 3062: Test and Educational Measurements
___MLED 3012: Research Foundations
______MLED 3024: Psychological Foundations for the Nature and Needs of Middle Level Students
_____ MLED 3072: Diversity in the Classroom
______ MLED 3034: Literacy Development in the Middle Grades
_____ Concentration
______ MLED 3102: Reading through Literature in the Middle Ages
_____ Concentration
_____ Concentration
15 Hours 15 Hours
10
SENIOR YEAR
Fall Spring _____ HIST 2153: Introduction to Arkansas
History _____ MLED 4912: Internship II
_____ MLED 4004: Middle Level Curriculum and Pedagogy
_____ MLED 4023: Guided Field Experience (Internship I) _____ Concentration _____ Concentration
16 Hours 12 Hours
Concentrations (Select Two or Three):
English and Language Arts Social Studies ENGL 2043: Introduction to Creative Writing GEOG 2013: Regional Geography of the
World ENGL 2063: Introduction to Literary Studies ECON 2003: Principle of Economics I
ENGL 3013: Systems of Grammar HIST 2013: United States History since 1877 ENGL 3323: Modern American Literature**
Math Science MATH 1203: Plane Trigonometry BIOL 2004: Basic Human Anatomy and
Physiology MATH 2043: Mathematical Concepts II GEOL 1004: Essentials of Earth Science STAT 2163: Introduction to Statistical Methods PHYS 1114: Applied Physics*** MATH 3033: Methods of Teaching Elementary
Mathematics BIOL 3223/ PHSC 3223: Science in Education
in the Middle Level***
*Freshman Year: Biology 1114: Principles of Biology is required for Science Concentration
*Freshman Year: Biology 1014: Introduction to Biological Science is required for Math,English/Language Arts, and Social Studies Concentrations
**Sophomore Year: English/Language Arts - English 3323: Modern and American Literature is required for English/Language Arts
**** Spring Junior Year: Math & Science Concentration take:
Physics 1114: Applied Physics includes Lab Biology 3223: Science Education in the Middle Level Math 3033: Methods of Teaching Elementary Math
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MLED COURSE BLOCKS FRESHMAN YEAR - Spring
MLED 2003 Intro To Education 15 Hours Field
Experience
8:00 MWF Smith
SOPHMORE YEAR EDMD 3013 Technology 8:00 MWF Staff
JUNIOR YEAR –Fall (Begin Stage II if all criteria have been met. Complete an application to Stage II. Receive at least a "19" on ACT Rdng & Math, Any Writing Score. Have required grades in MLED 2003, Comp I, Comp II, College Algebra, Speech, 2.7 GPA)
MLED 3012 Research Foundations
11:30 – 12:30 TR
Gordon
MLED 3024 Psychological Foundations for the Nature and
Needs of Middle Level Students 12 Hours Field
Experience
1:30 – 3:20 TR
Smith
MLED 3034 Literacy Development in
Middle Grades (12 Hours)
4:30 – 6:20 TR
Smith
MLED 3102 Reading through Literature
3:30– 4:20 TR Staff
JUNIOR YEAR- Spring MLED 3041 School to Home
Communication 4 hour service
learning project
11:00 Fri Smith
MLED 3062 Test & Educational
Measurement
11:00 MW Gordon
MLED 3072 Diversity in the Classroom
Minimum of 10 Hours Field Experience
12:00 MW Walsh
SENIOR YEAR –Fall Praxis II Content Must be taken and passed before enrolling in internship.
MLED 4004 Curriculum and Pedagogy
8:00-9:50 TR Smith
MLED 4023 Guided Field Experience – 45 Hours of Field
Experience
10:00-11:20 TR Smith
SENIOR YEAR-Spring Praxis II PLT Necessary for Licensure
MLED 4912 Internship 15 Weeks
Staff
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Arkansas Tech University College of Education
Introduction to Middle Level Education: Field-Based Experiences Seminar CRN 20197 MLED 2003 3 Semester Hours
ROOM/TIME: Crabaugh 221 8:00 a.m. – 8:50 a.m. M, W, F Spring 2020
INSTRUCTOR: V. Carole Smith, Ph.D. OFFICE: Crabaugh Room 210 TELEPHONE: Office (479) 968-0421 E-mail: [email protected] Fax: (479) 964-0811 Office Hrs: Monday
Tuesday Wednesday Thursday Friday
9:00 a.m. – 10:30 a.m. Interns or Advising By Appointment 9:00 a.m. – 10:30 a.m. 5:00 p.m. – 5:30 p.m. Interns or Advising by Appointment9:00 a.m. – 11:00 a.m. 12:00 – 12:30 p.m.
Conceptual Framework: Successful and Innovative Professionals
Catalog Description: Prerequisite: Stage I course and will be taken before admittance to the Middle Level Teacher Education Program. Introduction to philosophy of education and to the concept of education as a career with an emphasis on middle-level education. The format will include weekly lectures and on-site field experiences in a public school setting. This course will also provide middle-level teacher candidates with an overview of the social and historical aspect of the American Education system and the historical aspect of middle level education.
Statement of Prerequisites: Stage I class that must be completed with a grade of “C” or better.
Textbook and Required Materials: Introduction to Education Handbook: College of Education Website Handbook: Arkansas Tech University School of Education Curriculum and Instruction Policies and Procedures Manual. Middle Level: College of Education Website
National Middle School Association (2003): This We Believe: Keys to Educating Young Adolescents, Westerville, Ohio: NMSA
Brown, D. & Knowles, T. (2007) What every middle school teacher should know (3rd ed.). Westerville, OH: AMLE
Powell, Sara.:(2009) Your introduction to education: exploration in teaching. (4th ed.) NY, NY: Pearson
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Course Objectives: Upon completion of this course you will be able to: • Trace the history of Education of the Young Adolescent. (AMLE Standard 3)
• Identify the characteristics of the Young Adolescent. (AMLE Standard 1)• Identify the characteristics of a middle level education program that meets the
intellectual social, emotional, and physical needs of the Young Adolescent. (AMLEStandard 1, 3)
• Identify qualities of an effective middle level teacher. (AMLE Standard 5)• Describe the cultural and social aspects of the learning environment at the middle level
school. ( AMLE Standard 3,)• Discuss the multicultural/pluralistic nature of American education. (AMLE Standard 1, 5)• Demonstrate an awareness of the importance of democratic values in the classroom.
(AMLE Standard 1, 2, 3, 4, 5)• Observe and analyze in a middle level school setting. (AMLE Standard 1,3, 5)
Course Content: I. School as a Part of an OrganizationII Commitment to Democratic ValuesIII. The Educational Advantages of the Middle School.IV. Qualities of an Effective Middle-Level School.V. Trends in Middle-Level EducationVI. Reasons for Becoming a Teacher.VII. Qualities of a Middle-Level Teacher.VIII. Multicultural/Pluralistic Nature of American EducationX. Ethics and Values in a Democratic School System
Methods of Instruction: A variety of instructional methods in this course may include scenarios, textbook, readings, group projects and presentations, specific and open-ended discussion questions in collaborative groups, PowerPoint, and online research. This course primarily uses a student-led approach.
Required Assignments: AMLE Standards 2, 5, Regular attendance in class and at the field experience site.
1. Satisfactory completion of:Autobiography – 25 PointsBeliefs About Teaching and Learning assignment (Philosophy) – 25 PointsMid-Term Examinations and Exams and Quizzes over Chapters.Assignments at school site - 5 Points each criteria.
2. Mentoring Teacher Documents 15 clock hours of field observation3. Class Notebook Rubric 1 - 34. Presentation – “What I Learned During My Observation” Rubric 1 - 35. Reflection over Field Experience Rubric 1 - 3
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6. Review, Summary and Reflection of one article from The Middle Level Magazine,Middle Ground, Educational Leadership, or another professional educationjournal. Rubric Grade 1 – 3
7. Current Event on Education (Due before last day of class.)8. Other assignments that may be assigned by the professor.9. 15 Professional Development Points. (Participate in CMLA and other professional
development activities and service learning projects.10. Classroom Performance
Field Experience, Evaluation, Assignments
Observation/Field Experience: A middle level classroom in your discipline area will be assigned in order to observe and complete assignments. The field experience coordinator makes assignments to a school and teacher. You will need to contact your teacher at the school and make an appointment to meet and work out a schedule for your observations and activities. Professional teacher dress is the appropriate dress when you are in the schools. Body piercings and tattoos should not be seen while you are in the schools. (See the College of Education Dress Code on the website.)
Field Experience Expectations: Students will engage in a 15-hour field experience. Students are expected to read the student handbook and conduct themselves in a professional manner. Students will not pass this course without completion of field experience hours.
You must receive a positive evaluation from your field experience teacher to pass the class.
Assignments that are completed in the field experience will not be accepted in your folder after the Final Day of Class.
Assignment Format: All assignments must be word-processed. They must meet APA format. (See handout.
Blackboard/TaskStream: The student is responsible for correcting any technical problems related to Blackboard or Task Stream. If there are computer problems, there are available computers in the Arkansas Tech Library. Technical problems are not an excuse for not completing assignments.
Incomplete Grade Contract: An “I” at the end of any semester may be assigned only under the following conditions: ONLY in situations where the student has an illness or other circumstances beyond the student’s control, and has completed at least seventy-five percent of the course requirements, provided work already completed is of passing quality. If the remaining course requirements are not completed and final “C” grade reported by the end of the next regular semester (fall or spring) the grade will be automatically changed to a grade of “F” for grade and grade purposes.
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Note:
Late assignments will not be accepted. Failure to take the final exam or complete the Observation hours will result in an “F”. If your assigned school request that you be removed from that placement, you will receive an “F” in the class. Repeated discipline conferences in the class it will be requested that you are removed from the class and you will receive an “F”.
Grades will be assigned based on the following criteria:
A 90-100%B 80-89%C 70-79%D 60-69%F Below 60%
Quality of assignments and all student work will be assessed according to the professional judgment of the professor.
University & College Information:
Mission and Vision Arkansas Tech University
Vision • Arkansas Tech University: where students succeed, innovation thrives, and communities
flourish.
Mission • Arkansas Tech University is dedicated to student success, access, and excellence as a
responsive campus community providing opportunities for progressive intellectualdevelopment and civic engagement. Embracing and expanding upon its technologicaltraditions, Tech inspires and empowers members of the community to achieve theirgoals while striving for the betterment of Arkansas, the nation, and the world.
College of Education Vision
• The Arkansas Tech University College of Education is dedicated to developingsuccessful and innovative professionals who will internalize, initiate, and sustain acommitment to impact individuals in diverse and evolving communities.
Mission • The Arkansas Tech University College of Education prepares professionals, who will
positively impact learners, systems, and communities, by providing competency- andoutcomes-based undergraduate and graduate programs.
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Technological Expectations: There are inherent technological expectations that need to be considered with this class. As part of this course, students will submit assignments in Blackboard and Taskstream. In addition, students will/may need to post to discussion boards, write online journal entries, and other similar tasks. Students, who are not familiar with Blackboard, please contact the Blackboard help desk and/or make arrangements to meet with the Professor on campus to go over the basics.
Technical Support Technical support for using Blackboard is provided by the Campus Support Center that is located in the Ross Pendergraft Library and Technology Center Room 150. Phone: (479) 968-0646 Toll-Free: (866) 400-8022 Email: [email protected] Hours of Operation: 24 hours a day, 7 days a week Website: https://ois.atu.edu/
Attendance Policy: Students are expected to attend all class meetings. There are no “quota” of permissible absences. On the third absence the students will be sent a warning letter. On the fourth absence, the student is dropped from the course with an F.
Your participation through class discussions, reflections, and the presentation of your work is important to your growth as a reflective practitioner and decision maker. Punctual attendance is vital to your success in the Arkansas Tech University Teacher Education Program. Regardless of your total points earned in this course your lack of attendance, field placement conduct/attendance, and/or overall participation can result in a lower grade. If you are sick for an extended period of time, please communicate with me regarding the illness by phone or email.
Although your goal is to be in class each day of the semester, you will have two excused absences. Use these days wisely. Regardless of your total points earned this course:
1) On the 2nd absence, your final grade will be lowered one grade.2) On the 3rd absence, your final grade will be lowered one more
grade.3) On the 4th absence you will fail the course.
*If there are extenuating circumstances, please communicate with me as soon as possible thenature of the circumstance (i.e. death in the family, auto accident, etc.). We will need to discussthe situation and make decisions about make-up work for the missed classes. You will berequired to complete extra assigned work to make up the missed classroom work. The work mayinclude journal article summaries or essays.
Punctuality is an important part of becoming a professional teacher. It is the expectation that all students attend each class on time. Each instructor is full justified in requiring student promptness and in barring from class any student who persists in being tardy. In addition, attendance will be taken for each class thus absences and tardiness will be recorded. For other information about class attendance place refer to the Arkansas Tech Student handbook.
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Appropriate Dress with Field Placement: Please refer to the Dress Code Policy located on the teacher education webpage at: http://www.atu.edu/education/teacher_education.php
Plagiarism and Other Academic Misconduct: ***Put what is appropriate for your area---undergraduate and graduate catalog statements are included
Undergraduate: • Undergraduate student academic conduct policies are delineated in the Arkansas Tech
Student Handbook Stu and Academic-Integrity document.
• Plagiarism is defined as “to take and use ideas, passages, etc. from another’s workrepresenting them as one’s own”. (Random House Webster’s Dictionary)
• Academic Misconduct: Please read the policy and abide in the guidelines.
• Any student found to have committed academic misconduct including, but not limited
to cheating, plagiarism, or other forms of academic dishonesty, is subject to disciplinary
sanction. The term “plagiarism” includes, but is not limited to, the use, by paraphrase
or direct quotation, of the published or unpublished work of another person without full
and clear acknowledgement. For more information on the university’s policy access the
link: https://www.atu.edu/studentconduct/
Code of Academic Integrity • On August 15, 2019, the ATU Board of Trustees approved a revised Code of Academic Integrity
for use and inclusion in the Faculty and Student Handbooks starting this fall 2019. The code will
provide guidance to students and faculty on the definition, types, and process for addressing
academic integrity and possible violations
Please note that the Professor monitors this carefully and considers plagiarism a serious offense.
See the following link for an explanation on violations, and the procedures for addressing misbehavior in and out of classes:
https://www.atu.edu/academic-integrity/docs/Code%20of%20Academic%20Integrity%20Updated.pdf
Cell Phone/Technology Use During Class Policy: It is expected that you attend class ready to participate. This includes engagement with the Professor, fellow classmates, and the content that is presented that day. This engagement cannot be accomplished when certain distractions are occurring. Distractions may include the use of technology outside of what might enhance the class activity as recommended by the Professor. In addition to distracting yourself, if you are engaging with your cell phone, laptop, tablet, smart watch etc., it is most likely you are a distraction to others around you. Therefore, you must refrain from the inappropriate use of technology during class time. Cell phones, are not to be on the desk or calls taken during class. If you must use technology, you will be asked to leave the class and forfeit your attendance for that day. See the attendance policy for more information about repeated absences and the effect it has on your final class grade.
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Email Etiquette: As future educators, you will work with a wide array of individuals including teachers, students and parents, thus it is important to remain professional at all time, even via email communications. Likewise, when communicating electronically with me, please be sure all email communications remain tactful, professional, and thorough. In order for me to effectively and efficiently assist you, it is vital that you are as specific as possible with your concerns and/or questions.
Disability Services: Arkansas Tech University values diversity and inclusion and is committed to a climate of mutual respect and full participation of all students. My goal is to create a learning environment that is useable, equitable, inclusive and welcoming. If there are aspects of the instruction or design of this course that result in barriers to your inclusion or prevent an accurate assessment of your achievement, please meet with me privately to discuss your needs and concerns. You may also contact the Office of Disability Services, located in Doc Bryan Student Center, Suite 171, or visit their website at http://www.atu.edu/disabilities/index.php in order to initiate a request for accommodations.
Disability Services Doc Bryan Suite 171 1605 N Coliseum Drive Russellville, AR 72801 Phone: (479) 968-0302
Student Needs Statement: Any student who faces challenges securing their food or housing and believes this may affect their performance in the course is urged to notify the instructor, if they are comfortable in doing so. Community resources are available for students and can be found at the following webpage: https://www.atu.edu/localresources/ If a student finds they need more support, they are encouraged to contact the Office of the Vice President for Student Services (479-968-0238).
Special accommodations: Arkansas Tech University does not discriminate on the basis of color, sex, sexual orientation, gender identity, race, age, national origin, religion, veteran status, genetic information, or disability in any of our practices, policies, or procedures. If you have experienced any form of discrimination or harassment, including sexual misconduct (e.g. sexual assault, sexual harassment, stalking, domestic or dating violence), we encourage you to report this to the institution. If you report such an incident of misconduct to a faculty or staff member, they are required by law to notify Arkansas Tech University’s Title IX Coordinator and share the basic fact of your experience. The Title IX Coordinator will then be available to assist you in understanding all of your options and in connecting you with all possible resources on and off campus. For more information please visit: http://www.atu.edu/titleix/index.php.
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PRIVACY & ACCESSIBILTY POLICIES: See the following links: Third-Party Privacy and Accessibility Policies or
https://www.atu.edu/etech/privacy_accessibility.php
University Sexual Misconduct Policy: The University strongly encourages accurate and prompt reporting of all types of Sexual Misconduct and is committed to fostering a community that promotes a prompt, fair, and impartial resolution of Sexual Misconduct cases. This policy applies to any allegation of Sexual Misconduct made by or against a student or any employee of the University or a third party, regardless of where the alleged Sexual Misconduct occurred, if the conduct giving rise to the complaint is related to the University’s academic, educational, athletic, or extracurricular programs or activities. A complain of Sexual Misconduct may be filed at any time, regardless of the length of time between the alleged Sexual Misconduct an the decision to file the complaint. This policy applies to all students, employees and third parties, regardless of sexual orientation or gender identity. Retaliation against any person for filing supporting, providing information in good faith or otherwise participating in the investigative and/or disciplinary process in connection with a complaint of Sexual Misconduct is strictly prohibited.
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Cultural and social aspects of the learning environment of the Middle Level Instructional content and strategies at the Middle Level. Ethics and values in a democratic school system (issues of classroom management).
After completing the required observations, candidates may assist in the classroom as requested. These activities could include reading to and/or listening to students’ reading, assisting individual students with assignments, checking papers, filing, and other routine duties in the classroom. Please remember that the candidate is enrolled in the introduction education course and has not yet taken education foundations and methods courses. This would preclude teaching supervision of students’ assignments.
We are pleased with the success of candidate placements in school classrooms and look forward to hearing and receiving their reports of what they learn in your classrooms. If the candidate assigned to you should need extra guidance with attitude or behavior, please contact the instructor or the teacher education office as soon as possible at [email protected] or [email protected].
You are asked to keep a record of the dates and times of observations.
An Observation Log Summary Form will be provided by the candidate during the first observation.
The Candidate Evaluation Survey link will be emailed to you near the end of the semester to evaluate the candidate’s performance. The Candidate Evaluation Survey must be completed in QuestionPro and submitted electronically.
Sincerely,
Danielle Hodges, Ed.S. Director Teacher Education Student Services
Letter to Mentor Teacher
Dear Mentor Teacher,
Thank you for your cooperation in having a student observer from MLED 2003 Introduction to Education this semester. Your participation in this program is greatly appreciated.
The candidate assigned to you will be required to spend a total of 15 hours in your classroom. We suggest about three hours per week scheduled according to the candidate’s class schedule and yours. The candidate will have specific assignments for observations and interviews that will be used as a basis for seminar discussions. In order to receive full credit for assignments, candidate must complete the assigned tasks according to a specific timetable. Specific topics for observation/review relate to:
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Candidate’s Name: _______________________________ T#: ______________________
ATU Instructor: ___________________________ MLED 2003
Date: MON TUES WED THURS FRI WEEKLY TOTAL
GRAND TOTAL
Field‐Based Supervisor’s Signature: ________________________________________
School: _______________________________________________________________
*NOTE TO FIELD‐BASED SUPERVISOR*
This form can be used as a reference for hours completed. In the electronic survey there is a place to input the total hours observed.
*NOTE TO STUDENTS*Please make and keep a copy once you have completed the required hours. You also need to return a completedand signed copy of this hours to your professor upon completion of hours.
Observation Log Summary Form
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MLED 2003: INTRODUCTION TO EDUCATION
Please evaluate (Candidate’s Name) who has been assigned to you for 15 hours of classroom observation this semester. Please indicate your rating of this candidate s performance.
Low High
1. The candidate was prompt and regular in terms of attendance. 1 2 3 4 5
2. The candidate carried out assigned duties with minimum supervision. 1 2 3 4 5
3. The candidate appreciates the importance of communicating 1 2 3 4 5 attendance or non‐attendance.
4. The candidate displayed initiative in learning about the middle level 1 2 3 4 5 classroom.
5. The candidate displayed a positive attitude about working with all children; 1 2 3 4 5 appreciates and respects individual variations among students, theirdiverse talents and abilities.
6. The candidate displayed a positive attitude toward me as a supervisor. 1 2 3 4 5
7. The candidate displayed a positive attitude toward the profession of teaching. 1 2 3 4 5
8. The candidate’s grooming and dress were appropriate for the situation. 1 2 3 4 5
9. The candidate’s use of standard English was appropriate for the profession. 1 2 3 4 5
10. The candidate displayed an interest in learning about the process and 1 2 3 4 5 profession of teaching.
11. The candidate is aware of the importance of integration of technology for 1 2 3 4 5 student learning.
Teacher’s Signature________________________School__________________Grade/Age________Date______
This is an EXAMPLE of the Candidate Evaluation Survey. You will receive a link to the electronic survey near the end of the semester. The Candidate Evaluation Survey must be completed in QuestionPro and submitted electronically.
Candidate Evaluation Sample Form
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Rules and Regulations Governing the Requirement of a Criminal Background check for all firsttimeand Renewal Educational Licenses, and the Procedure for Revocation of Licenses. Formsfor the completion of the required background check are available in Crabaugh 204. A copy ofthe Arkansas Department of Education Regulations governing the requirement of criminalbackground check for all first-time applicants, each applicant for his or her first license renewaland the revocation procedures for such licenses are available through the Arkansas Departmentof Education website. Dr. David Bell is the Director of Educator Licensure and Support Services.His email is [email protected], and his phone number is 479-968-0392. For a complete list of thebackground check information, please see the Policies and Procedures Manual on the Collegeof Education Teacher Education website at: http://www.atu.edu/teachereducation/.
Arkansas Department of Education – Rules Governing the Code of Ethics for Arkansas Educators
http://arkansased.org/teachers/licensure_initial.html
http://www.arkansased.gov/public/userfiles/HR_and_Educator_Effectiveness/Educator_Prep/Arkansas _Teaching_Standards_2012.pdf
The Criminal Background Check
Code of Ethics
Arkansas Teaching Standards
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MLED 2003 Course Assignments
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Autobiography
One of the assignments that you need to complete during the Introduction to Middle Level Education course is the writing of an autobiography. The autobiography provides a way for you to introduce yourself to the College of Education faculty. Be aware that you are providing information about yourself; but also be aware that you are providing information about your writing skills. EDIT your paper carefully.
Some suggestions for topics that you may want to include:
Family
Education experiences
Hobbies
Reasons for choosing Arkansas Tech University
Reasons for wanting to be a teacher
Anything else that is important to you
Cultural and Social Aspects of the Learning Environment at the Middle Level
Cultural and social aspects of the learning environment provide the teacher a great deal of information about the school community. In this assignment, you will interview the school principal, observe racial, gender and cultural aspects of your class and chart interactions that occur in the classroom. This assignment will acquaint you with the overall complexity of what happens in the schools in general and classrooms in particular. You will also be required to attend a PTA/PTO meeting.
After observing in a classroom you will identify and chart:
• Racial make-up of the classroom• Gender make-up of the classroom• Pregnant students• The clothing and artifacts worn by students• Peer relations• The classroom climate• The relationship between the teacher and students
After interviewing a principal, teacher, parent, and student you will discover how educators, parents and early adolescents work together in an educational setting.
After attending a PTA/PTO or governing board meeting you will be aware of community and parent involvement in the school.
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Observation Form
1. Record the following information about the student population.
Grade level_____ Total number of students_____ Number of females ______Number of males_____ Racial composition: Black_____ White _____Other_____ Explain the other category____________________________________ Total number of handicapped students______
2. Describe the type of clothing worn by most of the students.
3. Describe peer interactions. On a seating chart, identify gender and racial or ethnic groups, and drawarrows to indicate interactions during a ten‐minute observation. (Seating chart attached)
4. Describe the learning environment. How was the room arranged? What kinds of materials wereevident? How did the classroom “feel”?
5. Describe the relationship between the students and teacher. On a seating chart, identify gender andracial or ethnic groups. For ten minutes during the lesson, chart each interaction between the studentand teacher. (Seating chart attached)
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Seating Chart During Student/Teacher Interactions
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Seating Chart During Peer Interactions
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Interview with a Middle Level Teacher
1. What subject(s) do you teach?
2. How long have you taught? _____How long have you taught at this level? _____
3. Why did you become a middle level teacher?
4. What qualities does an effective middle level teacher need?
5. What do you like most about the middle level student?
6. What middle level concepts do you implement and what are the educational advantages to youand your students? (Ex: team teaching, team planning, advisor/advisee, etc.)
7. Are you a member or is your school a member of AAMLE (Arkansas Association of Middle LevelEducation Association) or (AMLE Association Middle Level Education)? How frequently do youattend conferences/workshops sponsored by these organizations? Have you presented ateither/both of these conferences?
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Interview with a Middle Level Student
Check or answer the following questions:
Age_____
Grade_____
Male____ Female ____
1. What do you like most about this school?
2. What are your favorite subjects?
3. What do you like most about them?
4. What do you like least?
5. Do you feel you have a part in making decisions at this school?
6. Do your teachers make you feel comfortable or safe at this school?
Give an example of how or not.
7. What would you like to see this school do to improve?
8. What concerns you the most about moving up to junior and senior high school?
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PTA/PTO or Governing Board Meeting Form
How many people were present? _____
Male: _____ Female: _____
Parents: _____ Teachers: _____
Was childcare provided? Yes _____ No _____
Was transportation provided? Yes _____ No _____
What was the purpose of the meeting?
What was decided?
(Attach an agenda.)
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Instructional Content and Strategies at the Middle Level
When teachers and students come together in the classroom, two major decisions must be made: what to teach and how to teach. In some areas of the curriculum, the teacher may have a great deal of freedom to choose; in other areas, the curriculum may be mandated by the state government or by local curriculum guides. The teacher must also be aware of the diverse needs of individual learners within the group. For the most part, teachers decide on the material that will be used and the teaching strategies that they will use. Although there are many different teaching strategies that the experienced teacher may use, there are some common components that may be found in all lessons, such as: (1) the teacher will have an objective or plan for what is to be taught, (2) the teacher will get the students’ attention before the new lesson is taught, (3) some new material will be presented by the teacher, through a film, or through individual or group work, and then the teacher will try to find out if students actually learned the new material. The teacher will also modify the lesson to accommodate diverse needs. This assignment will help you identify common lesson components, various teaching materials, and the way in which teachers modify their lessons to accommodate diverse needs.
Seminar Objectives:
1. After observing in the classroom, you will discuss:
The learning objective
The source of the content material
The teaching strategy used by the teacher
The teaching components that you observed
The way in which the teacher modified the lesson to meet the needs of individuallearners
2. After discussing the observation, the seminar group will:
Compile the results of the various observations by the group, the various types ofcontent material observed and the various ways in which teachers modified theirlessons to meet individual needs.
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Importance and Purpose of Learning Observation Form
1. How did the teacher explain the importance of the learning?
2. What was the purpose of the learning?
3. What kind of materials was used? List all.
4. During one whole class period, what were the students doing?
Student Activity _____________________________ No. of minutes______ Student Activity _____________________________ No. of minutes______ Student Activity _____________________________ No. of minutes______ Student Activity _____________________________ No. of minutes______
5. During one whole class period, what was the teacher doing?
Teacher Activity____________________________ No. of minutes_______ Teacher Activity____________________________ No. of minutes_______ Teacher Activity____________________________ No. of minutes_______ Teacher Activity____________________________ No. of minutes_______
6. What was expected from the students? Explain your answer with statements from theteacher.
7. Who dominated the classroom? Explain your answer with specific examples.
On a separate sheet of paper, explain the middle level concepts being implemented during your observation. Use supporting evidence.
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Lesson Components Instructional Strategies Observation Form
1. What did the teacher do to get the student’s attention before beginning class? BE SPECIFIC.
2. What was the objective of the lesson? What were the students supposed to learn?
3. What new information did the students learn? (Outline the information given by the teacher.)
4. What materials were used to teach the lesson? List all.
5. How did the teacher modify the lesson to accommodate the diverse needs of the students?
6. What activities were used to show that the students had learned the lesson?
7. What was the teacher responsible for during the lesson?
8. What were the students responsible for during the lesson?
9. What homework, if any, was assigned? What explanation did the teacher give about thehomework?
10. How did the teacher close the lesson?
11. If you had been a middle level student how would you feel about the lesson? Be specific.
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Ethics & Values in a Democratic School System
Issues of Classroom Management
No other area of teaching causes as much concern to the beginning teacher as that of classroom management. For the beginning teacher, the term “discipline” is often used interchangeably with the term “classroom management,” but they are not the same. Classroom management is the way that the teacher “manages” the classroom so that learning will take place. This concept is very similar to the way that a business manager manages the work environment so that high quality work will result. A good manager is concerned with the physical arrangement of the classroom, the way in which everyday routines are carried out, and the way in which instructional materials and strategies fit the needs of students. This is the teacher’s “management plan.” Then if something goes wrong, the teacher may resort to some type of “discipline” action to take care of the problem. The effective teacher emphasizes classroom management rather than discipline actions. This assignment will acquaint you with the way in which your teacher manages the classroom by using an appropriate physical arrangement, having appropriate classroom rules and procedures, planning interesting lessons, and by using appropriate discipline actions if things go wrong.
Seminar Objectives:
1. After observing in a classroom, you will:
Identify the management plan of your teacher
Discuss the way in which the management plan decreased discipline actions
Recognize the practice of citizenship
Recognize the classroom as the place of learning how to work well with others
2. After discussing the various management plans observed by the seminar group, students will:
Discuss teacher actions that led to successful management
Discuss teacher actions that led to unsuccessful management
Discuss outside events that created management problems for the teacher
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Classroom Management Observation Form
1. Sketch the physical arrangement of the room. Label desk, pencil sharpener, wastebasket,bookshelves, etc. (Use the back of the paper)
2. Are classroom rules posted? If so, list them.
3. How did the teacher begin the class period?
“ “ supervise/organize seatwork ‐
“ “ assign/collect homework ‐
4. What rewards did the teacher give? To whom and for what?
5. What punishment did the teacher give? To whom and for what?
6. What evidence is there that self‐regulation is taught?
7. Personal reflections on ethics and values in a democratic school system:
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Field Experience Presentation Guidelines Refer to the Presentation Rubric Presentation should be no more that 5‐7 minutes.
You must present your written reflection before you do your presentation. If you are using technology, bring a flash drive, but be careful of having too many documents on that flash drive. The computer here may not open it. Finding the presentation in your e‐mail needs to be a last resort.
Do not use names of teachers and schools
Do not forget to indicate new learning
This is a professional dress day
BE READY ON YOUR SCHEDULED DAY
Using the information gathered through observation and class seminars, reflect on information gained in the class seminar and the observation. The reflection should include a summary of your field experience, areas of special interest to you, and how you connect the observation to your in‐class studies and key learning. This reflection will be presented in class. See the rubric.
PRESENTATION RUBRIC 1 2 3 AMLE
Standards Score
Some evidence of Connection to field experience, middle level classroom, the young adolescent.
Adequate evidence of connection to field experience, middle level classroom and the young adolescent.
Clear evidence of connection to the field experience middle level classroom and the young adolescent.
1 2 3 4 5
Some logical sequence of information
Logical sequence of information
Logical, intuitive sequence of information. 5
No visuals Presentation had visuals such as overhead transparencies or poster.
PowerPoint or other technology used to enhance presentation 5
Three or more spelling or grammatical errors.
Less than three spelling or grammatical errors.
No spelling or grammatical errors. 5
No evidence of comparison and analysis of middle level education.
Adequate evidence of comparison and analysis of middle level education.
Specific evidence of comparison and analysis of middle level education.
3 5
No reflection and analysis of process.
Adequate reflection and indication of new learning about middle level education.
Clear reflection and indication of new learning about middle level education.
5
Casual Professional Casual Professional Dress 5
Name(s) __________________________________________
Class_____________________________________________
