ECSE 3220

Intermediate Management of Learning Environments

3 SEMESTER HOURS

Spring 2012 

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College of Education

Valdosta State University

Department of Early Childhood and Special Education

Conceptual Framework: Guiding Principles

(adapted from the Georgia Systemic Teacher Education Program Accomplished Teacher Framework)

Dispositions Principle: Productive dispositions positively affect learners, professional growth, and the learning environment.

Equity Principle: All learners deserve high expectations and support.

Process Principle: Learning is a life-long process of development and growth.

Ownership Principle: Professionals are committed to and assume responsibility for the future of their disciplines. 

Support Principle: Successful engagement in the process of learning requires collaboration among multiple partners. 

Impact Principle: Effective practice yields evidence of learning.

Technology Principle: Technology facilitates teaching, learning, community-building and resource acquisition.  

Standards Principle: Evidence based standards systematically guide professional preparation and development.

REQUIRED TEXTBOOKS
(Required Textbooks from Previous Semesters)

Copple, C., & Bredekamp, S. (editors) (2009). Developmentally appropriate practice in early childhood programs (3^rd ed.). Washington, DC: National Association for the Education of Young Children.

Evertson, C., & Emmer, E.T. (2009). Classroom management for elementary teachers. (8th ed.) Boston: Allyn Bacon

McTighe, J., & Wiggins, G. P. (2004). Understanding by design: Professional development workbook.  Alexandria, VA: Association for Supervision and Curriculum Development.

Selected Readings and Assignments from:

The Online Academy at The University of Kansas Center for Research on Learning. http://www.onlineacademy.org/  Specific topics to include:

·         Intervention Strategies Part I.

·         Intervention Strategies Part II.

IRIS Center Special Education Resources for Inclusion, Scientifically-Validated and Evidenced-Based Instructional Strategies at Vanderbilt University. http://iris.peabody.vanderbilt.edu/  Specific topics to include:

·         Collaborating with families.

·         Fostering student accountability for classroom work.

·         Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle.

·         Addressing Disruptive and Noncompliant Behaviors (Part 2): Understanding the Acting-Out Cycle.

COURSE DESCRIPTION

Prerequisites:  Appropriated 2999 course; ESCE 3210.  Application of general classroom management principles in classroom environments that are conducive to learning. Developmentally appropriate strategies for first through third grade students will be emphasized and selectively implemented. Teacher candidates will analyze behavior management programs through data collection. Specific behavior management strategies appropriate for students with specific identified behavioral needs will be taught. A field experience, as prescribed by the instructor, is required for the course.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK STANDARDS (CFS)

I.   CONTENT AND CURRICULUM: Teachers demonstrate a strong content knowledge of content area(s) and appropriate for their certification levels.

II.  KNOWLEDGE OF STUDENTS AND THEIR LEARNING: Teachers support the intellectual, social, physical, and personal development of all students.

III. LEARNING ENVIRONMENTS: Teachers create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.

IV. ASSESSMENT: Teachers understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners.

V.    PLANNING AND INSTRUCTION: Teachers design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and assessment. 

VI. PROFESSIONALISM: Teachers recognize, participate in, and contribute to teaching as a profession.

GENERAL EDUCATION OUTCOMES (GEO)

2.      Students will demonstrate cross-cultural perspectives and knowledge of other societies. 

3.      Students will use computer and information technology when appropriate.

4.      Students will express themselves clearly, logically, and precisely in writing and in speaking, and they will demonstrate competence in reading and listening.

7.      Students will demonstrate the ability to analyze, to evaluate, and to make inferences from oral, written, and visual materials.

COURSE OBJECTIVES (CO):

The teacher candidates will:

1.      Analyze how environmental considerations may vary as instruction is delivered in a range of educational settings that include regular / general education classrooms and resource rooms for first through third grade students. (CFS II, III, V; GEO 3, 4, 7)

2.      Analyze and prioritize effective methods, including positive consequences, teaching formats, and rule and procedure development that result in development and learning in first through third grade students. (CFS II, III, V; GEO 3, 4, 7)

3.      Compare and contrast the use of developmentally appropriate and inappropriate practices (individually, age, and culturally appropriate) in designing and managing learning environments that result in integrated learning; ongoing, authentic assessments; a blend of child-guided and teacher guided activities, and strong support and involvement of their families for first through third grade students. (CFS II, III, IV, V; GEO 1, 2, 4, 7, 8)

4.      Select and use appropriate strategies such as role release, effective listening skills, and problem-solving for collaborating with students, families, and colleagues in designing and managing effective learning environments for first through third grade. (CFS II, III, V, VI; GEO 1, 2, 4, 8)

5.      Collect and analyze data on management strategies (e.g., active supervision, error correction, rate of opportunities to respond, etc.) for planning and managing an effective learning environment for first through third grade students. (CFS II, III, IV, V, VI; GEO 4, 7, 8)

6.      Analyze and implement legal and ethical principles including the role of universal design as outlined in the Assistive Technology Act (1998; 29 U.S.C. 3002) when planning and managing an effective learning environment for first through third grade students. (CFS I, II, III, IV, V, VI; GEO 1, 2, 3, 4, 7, 8)

7.      Plan and implement management strategies (e.g., class-wide peer tutoring, computer assisted instruction, etc.) for students with diverse developmental and learning needs. (CFS I, II, III, IV, V, VI; GEO 2, 3, 4, 7, 8)

8.      Plan and implement Positive Behavior Supports (PBS; Intervention Strategies Part 1 and Part 2) that address individual student behaviors. (CFS II, III, IV, V; GEO 2, 4, 7, 8)

COURSE ACTIVITIES / ASSIGNMENTS / REQUIREMENTS

1.      Classroom Design and Management Video: Teacher candidates will develop a video that illustrates Universal Design, student engagement, teaching and implementation of rules and procedures, and teaching formats (peer tutoring, computer assisted instruction). (CO 1, 2, 3, 6, 7)

2.      Data Collection Assignments: ongoing collection across the semester in practicum environment of data related to social and academic behaviors of students (student engagement,  positive peer interactions, achievement of learning objectives) and teacher candidate  behaviors (active supervision, error correction, rate of opportunities to respond, feedback, positive reinforcement). Teacher candidates will analyze data, reflect on the effectiveness of their management strategies, and identify other appropriate strategies for positively impacting these behaviors. (CO 1, 2, 3, 5)

3.      Classroom Management Reflection Assignment: Includes supporting data, that focuses on teaching formats:  teacher led small group instruction, peer tutoring, and computer assisted instruction related to their practicum experiences (CO 1, 2, 3, 4, 5, 6)

4.       Intermediate Positive Behavioral Support (PBS) online Modules 4 and 5: After reading Module online materials on Intervention Strategies, the teacher candidates will complete multiple choice quizzes for each module. Teacher candidates will prepare one discussion question from each module (total of two discussion questions) to facilitate discussion in class. (CO 2, 3, 5, 6, 8)

5.      Daily Class Participation, Assignments, and Activities: Includes participation, tests, quizzes, role playing, presentations, data collection, and activities that focus on case studies and videos. (CO 1, 2, 3, 4, 5, 6, 7, 8) 

6.      LiveText Submissions and Completion of Information (CO 1, 2, 3, 4, 5, 6)

7.       DAP Individual Project and Group Presentation: Using the Georgia standards for first through third grade curricula, case studies of inclusive classrooms, and their practicum experiences, small groups will develop and present to the class a DAP activity. The activity will identify an appropriate teaching format, behavior management expectations and strategies, positive learning and social outcomes, universal design components, understanding by design, and accommodations related to information on children with special needs/IEPs. Each group will be responsible for targeting a specific content area and indicating how the management of the activity would lead to meeting appropriate standards across the content areas. (CO 1, 2, 3, 5, 7)

COURSE EVALUATION

This class is part of your professional preparation. Appropriate dispositions are expected and required. You may earn the maximum number of points for all assignments and activities, contingent upon the knowledge, originality, and quality demonstrated in your work. Demonstrated mastery of formal Standard English is required in all facets of the course. Therefore, evaluation of all written work will be made based upon both content and mechanics. 

·      Each spelling, punctuation, syntax, grammatical, and typographical error will result in up to a one-point deduction from the total score, regardless of the point value of the assignment.

·      All assignments prepared outside of class must be produced using a word processing computer program (Microsoft Word is best), 12-point font (Times New Roman is best), and double-spaced (unless otherwise noted) and include the teacher candidate’s name, course number and section, and date. This includes any e-mail assignments sent to the instructor.

·      All assignments must be the original work of the teacher candidate submitting the work.

All assignments must be completed by the teacher candidate during the current semester and not submitted to another instructor to fulfill requirements for any other course. References and citations (using APA 6th edition format) are required when referring to the work of others. (See POLICY STATEMENT ON PLAGIARISM AND CHEATING, which follows).

·      Assignments must be submitted at the beginning of the class period on the day they are due. An assignment is considered late if it is not available at the start of class. Late assignments will be accepted up to one week after the due date. Ten percent (10%) of the grade/points will be deducted for each day an assignment is late. If the late assignment is not completed within one week, a grade of zero (0) will be assigned. Make-up exams will be given at the discretion of the instructor.

Teacher candidates’ knowledge of information contained in reading assignments, class notes, and class handouts will be assessed during class on dates designated in the tentative course schedule. Daily in-class assessments may be conducted individually or in groups. Should a teacher candidate be absent when the in-class assessment is completed, he or she will not earn the points assigned to the in-class assessment. Make-up work will not be assigned for the in-class assessment.

NOTE: If you have difficulty preparing written assignments help is available at the Student Success Center (SSC) located in Langdale Residence Hall. The SSC is available to all students and provides free peer tutoring in core curriculum courses, including biology, chemistry, math, writing, and foreign languages. The SSC also provides free professional academic advising and on-campus job information in one location. Call 333-7570 to make an appointment, or visit the website: www.valdosta.edu/ssc

Each of the assignments listed below corresponds to the same number assignment and course objectives listed in the Course Activities/Assignments/Requirements section.  Point values for all assessments are listed below.

Grade Scale:

A = 90-100%  (720-800 Points)

B = 80-89%  (640-719 Points)

C = 70-79%  (560-639 Points)

D = 60-69%  (480-559 Points)

F = 59% and below (479 and below Points)

FINAL EXAM TIME
ECSE 3220A Exam - Thursday, May 3, 2012 at 7:15‐9:15 PM
PLEASE NOTE: To provide the best possible learning experience it may be necessary for the instructor to change, adapt, or adjust the requirements, evaluations, activities and /or schedule as presented here. As the instructor of this course I reserve the right to add or delete objectives and assignments depending upon the progress made by the class.

ATTENDANCE POLICY & PARTICIPATION

Teacher candidates are to attend all class sessions and actively participate in class discussions, groups, and activities. All assignments and class activities are the teacher candidate’s responsibility. If you are absent from class, please ask another member of the class to collect handouts and other materials distributed in class to ensure that you have all the course materials. 

Attendance is important.  Please be familiar with the attendance policy as stated here. You are expected to attend every class for the full session. This is an activity-based class; you must participate to be successful.  Missing class or part of a class will affect your in-class activity grade.  You will not receive the points for the in-class activity if you are not in class to present or complete the in-class assignments.  One absence will be allowed with no penalty. Each subsequent absence will result in the deduction of five (5) points from the participation grade and two (2) points will be deducted for each tardy or early departure.  

As per VSU policy (stated below), a teacher candidate who misses more than 20% the scheduled classes of a course will be subject to receiving a failing grade in the course.

"The University expects that all students shall attend all regularly scheduled class meetings held for instruction or examination…. Instructors are required to maintain records of class attendance… It is recognized that class attendance is essentially a matter between students and their instructors. Instructors must explain their absence policy in the course syllabus. All students are held responsible for knowing the specific attendance requirements as prescribed by their instructors and for the satisfactory make-up work missed by absences. When students are compelled for any reason to be absent from class, they should immediately contact the instructor. A student who misses more than 20% of the scheduled classes of a course will be subject to receiving a failing grade in the course" (VSU Undergraduate Catalog 2010-2011, p. 92).

(Please note that at the end of every semester the ECSE faculty meet to discuss the total number of times each student has been absent or tardy in his or her ECSE and ECED classes during the semester.  This information may be added to the student’s ECSE Disposition Form.)


CELL PHONE POLICY

This is an ECSE Department course and cell phones must be turned off and put away before entering the classroom.  Therefore, students will not talk on their cell phones or send, receive, or check text messages in the classroom.  Cell phones must be put away & out of sight at all times. Since this communication use would interfere with your participation, points will be deducted from your in-class activity grade if any student does not adhere to this cell phone policy.  In case of an emergency, please let me know to make special arrangements.

DEWAR COLLEGE OF EDUCATION POLICY STATEMENT ON PLAGIARISM

Below is information directly quoted from the Academic Honesty Policies and Procedures:

Academic integrity is the responsibility of all VSU faculty and students. Faculty members should promote academic integrity by including clear instruction on the components of academic integrity and clearly defining the penalties for cheating and plagiarism in their course syllabi. Students are responsible for knowing and abiding by the Academic Integrity Policy as set forth in the Student Code of Conduct and the faculty members’ syllabi. All students are expected to do their own work and to uphold a high standard of academic ethics.

The full text of the Academic Honesty Policies and Procedures is available in the on the Academic Affairs website (http://www.valdosta.edu/academic/AcademicHonestyatVSU.shtml).

The consequences for acts of academic dishonesty in the Dewar College of Education are:

FIRST OFFENSE:  

1.      The faculty member will administer an academic response (e.g. resubmit / retake assignment, failure of the assignment, failure of the course).

2.      The faculty member will complete a Level Two Dewar College of Education Concern form (http://www.valdosta.edu/coe/studentsinfo.shtml).

3.      The faculty member will complete a Valdosta State University Report of Academic Dishonesty (http://www.valdosta.edu/academic/AcademicHonestyatVSU.shtml).

SECOND OFFENSE:

1.      The faculty member will administer an academic response (e.g. resubmit / retake assignment, failure of the assignment, failure of the course).

2.      The faculty member will complete a Level Two Dewar College of Education Concern form (http://www.valdosta.edu/coe/studentsinfo.shtml).  According to the Dewar College of Education Concern Form Policy, “a second level two concern form will result in the student being dismissed from his/her program of study. This dismissal will result in an automatic review by the COE Undergraduate Policies Committee.”

3.      The faculty member will complete a Valdosta State University Report of Academic Dishonesty (http://www.valdosta.edu/academic/AcademicHonestyatVSU.shtml).  According to the Academic Honesty Policies and Procedures document, “after a second (or subsequent) Report of Academic Dishonesty has been submitted to the Student Conduct Office in the Dean of Students Office, official charges will be drawn up and the disciplinary matter will be referred to the Valdosta State University Judicial Committee.”

ACCESS OFFICE

Valdosta State University is an equal opportunity educational institution. It is not the intent of the institution to discriminate against any applicant for admission or any student or employee of the institution based on the sex, race, religion, color, national origin or handicap of the individual. It is the intent of the institution to comply with the Title VI of the Civil Rights Act of 1964 and subsequent executive orders as well as Title XI in Section 504 of the Rehabilitation Act of 1973.

Students requesting classroom accommodations or modifications due to a documented disability must contact the Access Office for Students with Disabilities located in the Farber Hall. The phone numbers are 245-2498 (V/VP) and 219-1348 (TTY).

INSTRUCTOR

Name: Dr. Diane L. Judd

Office address: Room 1179   Dewar College of Education Building

Office phone: 229-245-3796; and ECSE Dept. phone: 229-333-5929

E-mail address: djudd@valdosta.edu

Office hours: Posted on Office Door & on ECSE Website: www.valdosta.edu/coe/ecre/FacultyOfficeHours.shtml

Dr. Judd’s Website: www.valdosta.edu/~djudd
ECSE 3210 Website Information: www.valdosta.edu/~djudd/ECSE3220.html