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= **ENED 4415 Syllabus** = = = = = = = = =   ENED 4415. Teaching of English/Language Arts (6-12) Internship. Kennesaw State University, English Department Kennesaw State University's framework for the preparation of teachers is called the "Collaborative Development of Expertise in Teaching and Learning." This framework succinctly captures the essence of the University's deep commitment to university-wide and university-community collaboration in the preparation of teachers as well as to the particular kind of teachers that KSU programs aim to prepare--professionals who can serve as learning facilitators. ENED 4415 is designed to support the collaborative development model and prepares teachers who understand and apply the principles of collaboration inside the classrooms in the field. TOSS students work with their collaborating teachers and KSU supervisors to plan and present models of effective practice to their students during the internship. They also apply techniques of good instruction to meet the needs of all of their students. Class Meetings: Monday-Friday (4 hours per day) for 5 weeks Texts: Same as ENED 4414 = Catalog Course Description __: __ // Prerequisite: Admission to ENED 4414. Corerequisite: ENED 4415. // Secondary school field experience in English/Language Arts teaching with concurrent seminars. Proof of professional liability insurance is required prior to school placement. =  Purpose/Rationale: During the five-week internship experience, TOSS students will practice, reflect on, and refine their skills in the areas of problem solving, instructional observation skills, planning, and examination of curriculum. It is a time for TOSS students to observe and participate in activities that provide information on how teachers teach and students learn.  =  = = Conceptual Framework Summary:  = =  = // COLLABORATIVE DEVELOPMENT OF EXPERTISE IN // // TEACHING AND LEARNING // The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.  __Knowledge Base: __ Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development. ENED 4415 is designed to support the collaborative model and develop teachers who understand and apply the principles of collaboration learned in the classroom at KSU inside the classrooms in the field. TOSS students plan and present models of effective practice and apply techniques of good instruction when working with students in the field experience. Also, they work closely with supervising teacher/mentors at the school and university levels during their field experience. __ Use of Technology: __ TOSS students in ENED 4415 are expected to develop an advanced knowledge of technology. This will include use of simple machines like the overhead, the VCR, audio tape player, video camera, and some demonstration of the ability to effectively use the chalkboard. In addition, TOSS students are expected to be adept at computer use (e.g. e-mail, word processing, Power Point, grade book programs, and html editors). In all cases, the use of any technology should be in support of learning. __ Diversity Statement: __ A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style differences provides a background for the consideration of cultural context. (See course objective #9 for ways issues of student diversity are addressed in this course.) Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification of disability is required. Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above. __ Statement to Encourage School-based Activities:  __ While participating in all field experiences, you are encouraged to be involved in a variety of school-based activities directed at the improvement of teaching and learning. Activities may include, but are not limited to, tutoring students, assisting teachers or other school personnel, attending school board meetings, and participating in education-related community events. As you continue your field experiences, you are encouraged to explore every opportunity to learn by doing.  Course Goals/Objectives: Student teaching is the capstone experience for students at Kennesaw State University as they make the transition from teacher education student to their own classroom as Professional Learning Facilitators. It is an opportunity to observe and participate in activities that provide information on how teachers teach and students learn so that the student teacher can begin to unify theory and practice under the mentorship of experienced teachers. It allows student teachers to test theories and principles acquired in teacher training while gaining increased understanding of learner characteristics and needs. All of the learning activities are designed to help you achieve interrelated objectives and goals drawn from the Kennesaw Secondary Education Program Committee's objectives modeled from NCTE's Standards for the Preparations of Teachers of English/LA. These objectives and goals also reflect the function of the course as a bridge between discipline-centered and professional education courses that introduce concepts and practices early in the program and the student teaching experience at its close. Each of the following objectives supports the idea that our students will facilitate learning in all students.  ||    ||     ||     ||     || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l0 level1 lfo3; tab-stops: list .3in; text-indent: -0.25in;"> ·  Analysis of Impact on Student Learning    || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l0 level1 lfo3; tab-stops: list .3in; text-indent: -0.25in;"> ·  CT and/or Univ. Supervisor approval of formal lesson plans <span style="margin: 0in 0in 0pt 0.3in; mso-list: l0 level1 lfo3; tab-stops: list .3in; text-indent: -0.25in;"> · ISLA rubric   ||
 * 4415 Objectives   ||    Unit Proficiencies    ||    NCATE/NCTE    ||    Assignments    ||    Manner Assessed    ||
 * 1. Identify and apply techniques for organizing classrooms for optimal learning experiences.  ||   1.3, 2.1, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 3.1, 3.3, 3.4   ||   2.1, 2.4, 3.1.5, 3.3.1, 4.5   ||  ·  Formal Lesson Plans    || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l0 level1 lfo3; tab-stops: list .3in; text-indent: -0.25in;"> ·  CT and/or Univ. Supervisor approval of formal lesson plans
 * 2. Identify and apply effective classroom management techniques.  ||   2.4, 3.1, 3.3, 3.4   ||   2.1, 2.4, 3.1.5, 3.2.4, 3.2.3, 3.3.1, 4.1, 4.2   || <span style="margin: 0in 0in 0pt 24.85pt; mso-list: l0 level1 lfo3; tab-stops: list .3in; text-indent: -21.25pt;"> ·  Formal Lesson Plans    || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l0 level1 lfo3; tab-stops: list .3in; text-indent: -0.25in;"> ·  CT and/or Univ. Supervisor approval of formal lesson plans
 * 3. Employ a variety of purposeful instructional strategies and goals to fit all students’ needs.  ||   1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 3.1   ||   2.1, 2.2, 2.4, 2.5, 2.6, 3.1.5, 3.2.1, 3.2.2, 3.2.43, 3.2.4, 3.3.1, 3.4.2, 3.5.1, 3.5.2, 3.5.3, 3.5.4, 3.6.2, 3.6.3, 4.1, 4.2, 4.8   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l0 level1 lfo3; tab-stops: list .3in; text-indent: -0.25in;"> ·  Formal Lesson Plans   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l0 level1 lfo3; tab-stops: list .3in; text-indent: -0.25in;"> ·  CT and/or Univ. Supervisor approval of formal lesson plans
 * 4. Demonstrate and apply effective content and pedagogical content knowledge.  ||   1.1, 1.3, 1.4, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8 3.1, 3.2   ||   2.1, 2.2, 2.4, 2.5, 3.5.1, 3.5.2, 3.5.3, 3.5.4, 3.6.2, 3.6.3   ||  ·  Formal Lesson Plans   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l0 level1 lfo3; tab-stops: list .3in; text-indent: -0.25in;"> ·  CT and/or Univ. Supervisor approval of formal lesson plans   ||
 * 5. Identify and apply effective discipline-centered theories about language use and development.  ||   1.1, 2.3   ||   2.1, 2.4, 2.6, 3.1.1, 3.1.3, 3.1.4, 3.1.5, 3.1.7, 4.4, 4.7   ||  ·  Formal Lesson Plans   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l0 level1 lfo3; tab-stops: list .3in; text-indent: -0.25in;"> ·  CT and/or Univ. Supervisor approval of formal lesson plans
 * 6. Integrate purposefully reading, writing, speaking, listening, and visual and digital literacy’s to enhance students’ learning.  ||   1.1, 1.2, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 3.1   ||   2.1, 2.4, 3.1.2, 3.1.6, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 3.4.1, 3.4.2, 3.6.1, 3.6.2, 3.6.3, 4.6, 4.7, 4.8   ||  ·  Formal Lesson Plans   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l0 level1 lfo3; tab-stops: list .3in; text-indent: -0.25in;"> ·  CT and/or Univ. Supervisor approval of formal lesson plans
 * 7. Understand and apply various assessment techniques and evaluation instruments.  ||   2.9, 2.10, 3.1   ||   3.1.1, 3.1.2, 3.3.3, 4.1   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l0 level1 lfo3; tab-stops: list .3in; text-indent: -0.25in;"> ·  Formal Lesson Plans
 * 8. Articulate a personal philosophy of instruction that enhances students’ literacy learning.  ||   2.2, 2.10, 3.1, 3.2, 3.3, 3.4   ||   2.6, 3.2.5, 4.2   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l0 level1 lfo3; tab-stops: list .3in; text-indent: -0.25in;"><span style="font-family: S