Southeastern Louisiana University College of Education and Human Development

Louisiana Supplement Standards Report

Introduction

The mission of the College of Education and Human Development (COEHD) is to provide a quality program through which candidates demonstrate the knowledge, skills and dispositions needed to have a positive impact on student achievement in P-12 schools. Through its programs for other school personnel and continued teacher preparation graduate programs, the university offers programs focused on meeting the diverse needs of the students in the districts served by Southeastern Louisiana University. The COEHD Conceptual Framework was developed through the vision that the SLU teacher candidate is an Effective Educator. The critical components that support the conceptual framework include the following: content knowledge, standards-based instruction, best pedagogical practices, and knowledge of the learner. These components are embodied in the conceptual framework and are embedded throughout the teacher training program from the first course a candidate takes in the teacher preparation program through coursework culminating in the student teaching experience. For more than 25 years, SLU teacher education candidates have been required to gain extensive classroom experience in schools prior to beginning student teaching. A long history of satisfaction by area school districts that employ SLU graduates ranks SLU as an institution that produces an Effective Educator. The teacher preparation program at Southeastern was the first university in the State of Louisiana and one of the first in the nation to institute a “teacher guarantee” program. Under agreements signed with 10 area school districts, SLU guarantees that its graduates know their subject matter, can teach to diverse populations, and will infuse technology throughout the curriculum. If any graduates fail to meet the established criteria, Southeastern will retrain those individuals at its own expense and will provide them with a mentor for at least one year. (Brochure – College of Education and Human Development; Teacher Warranty Contract) Currently, all College of Education and Human Development students participate in group screening interviews to assess potential for success in the teaching profession, and should assistance be recommended at any point of the teacher training program, the College offers assistance through its Teacher Development Program. (Southeastern Louisiana University College of Education and Human Development: Vision 2006; SLU Conceptual Framework; Louisiana Board of Regents, 2000-2001 Institutions Report for the Preparation of Teachers; Description of the Teacher Development Program; Teacher Development Program Group Interviews)

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Standard A – Candidates Provide Effective Teaching for All Students Standard A.1 – Planning The teacher education program provides candidates and/or graduates with knowledge and skills in the following planning processes: specifying learner outcomes, developing appropriate activities which lead to the outcomes, planning for individual difference, identifying materials and media for instruction, specifying evaluation strategies for student achievement, and developing Individualized Education Plans (IEPs) as needed. In the teacher preparation programs at the undergraduate and graduate levels, the process of lesson planning is integrated into course work throughout the candidates' education courses. These experiences provide opportunities for candidates to use foundational knowledge to specify learner outcomes that are aligned with content standards, to identify and implement best practices for delivering content knowledge to diverse learners, to select and develop materials of instruction, including technology as a tool for teaching and learning, and to reflect on decisions based on evaluation of student achievement in guiding instruction which includes developing Individualized Education Plans for students. In the undergraduate programs at the Introductory Level, candidates observe in local school district classrooms and review plans written by classroom teachers. In EDUC 304, Teaching Reading in the Elementary School, candidates have an opportunity to plan for individual differences based on knowledge of the learner obtained through course content and during candidate-student interactions. In EDUC 407/533, Tests and Measurements, candidates write unit plans with special emphasis on learner outcomes, develop activities that support these outcomes, and plan evaluation of these outcomes. It is at the Introductory Level that candidates are introduced to children with special needs and the notion of planning for the diverse needs of all students. Strategies for accommodating diverse needs are presented in SPED 200, Characteristics of Individuals with Exceptionalities, at the Introductory Level and later addressed at the Developing Level through other courses such as EDUC 321, Elementary Curriculum and Instruction, and EDUC 415, Curriculum and Instruction in the Elementary School, as well as in the student teaching experience. At the Developing Level, candidates refine their lesson planning skills. Plans are written and then refined following collaboration with the Unit faculty and school partners. In addition to designing plans, it is during the Developing Level that candidates engage in field experiences where they have the opportunity to implement the plans they have created. In EDUC 321, Elementary Curriculum and Instruction, candidates have the opportunity to develop these competencies in reading and mathematics. In EDUC 415, Curriculum and Instruction in the Elementary School, candidates have the opportunity to develop these competencies in language arts, social studies, science, music and physical education. Aspects of planning integrated units in these courses provide real world experiences for the candidates.

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At the Competency Level, candidates are responsible for planning and implementing 180 hours of standards-based instruction as part of their student teaching responsibilities. Plans and implementation are guided by the Louisiana Components of Effective Teaching. Documentation of the candidates’ and graduates’ abilities to develop and implement plans as needed to meet the learning needs of each student include:

• Lesson plans from EDUC 407, Tests and Measurements • Lesson plans from EDUC 321, Elementary Curriculum and Instruction • Lesson plans from EDUC 415, Curriculum and Instruction in the Elementary

School • Lesson plans from EDUC 427, Student Teaching in the Elementary School and

EDUC 487, Student Teaching in the Secondary School • Lesson plans designed by graduates for practicum experiences such as in EDUC

665, Elementary Levels- Practicum in Reading or EDUC 688, Practicum in Elementary and Secondary Education

The Southeastern Louisiana University College of Education and Human Development (COEHD) ensures that its candidates develop and implement plans as needed to meet the learning needs of each student. Particular attention is paid to the special needs of student populations. Candidates focus on developing lessons for all students, taking into consideration the developmental level of each student. Also taken into account are the other areas of diversity, including, but not limited to, culture, gender, socioeconomic status, and ethnicity. Candidates must design lesson plans that will meet the learning needs of all students. In the accompanying practicums, students are assigned to one classroom for the entire semester so that they might better get to know their students and each student’s unique needs. During the course of the practicum experience, students observe each child and determine the individual needs of each student. These observations are recorded (see Observation Sheet) and the instructor and mentor/supervising teachers provide feedback. Students are also required, through electronic journaling (see Electronic Journaling sample), to communicate with the instructor regarding how they can best apply the knowledge learned in the classroom to the goal of meeting each individual’s needs. In addition, candidates write reflective papers that respond to whether or not all students met the objectives the candidate had identified for the lesson being taught with follow-up instruction if needed. Additionally, each candidate receives feedback from his or her peers. Peer evaluations (see Peer Evaluations) allow important dialogue between candidates related to techniques used to teach all students and to meet each individual’s needs. Student teacher evaluations are also used to measure whether or not candidates are able to transfer knowledge of diversity into actual teaching practices that take into account the specific needs of all learners (Student Teacher Evaluation Form). During student teaching, the following sources can be documented: lesson plans, university supervisor evaluation reports, principal evaluation report, and final evaluation reports (See Documents Room). Other sources of documentation include self-evaluations in journals and videotaped lessons with reflections. For

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example, EDUC 322, Diagnostic and Prescriptive Reading provides opportunities for teacher candidates to assess and analyze student learning, make instructional decisions based upon ongoing student performance, and monitor student learning through a case study. Other examples of planning and reflective teaching are evidenced through a variety of documents: Sample Student Reflections, Self Evaluation of Group Project, Group Evaluation Form, Site Evaluation, EDUC 415 Reflection – Music, Project Inclusion – Teachers’ Opinions and Attitudes of Disabilities [TOAD] (See Documents Room). Initial candidate performance data include the following sources: self-reflections of teaching experiences, peer observations and feedback, field-based evaluations by course instructors, lesson plans, student logs, Individualized Education Plan (IEP), curriculum-based assessments, case study reports, reflective journal entries, and assessment portfolios. All methods classes require a form of personal reflection for students to develop plans for improvement to reach his or her personal goal as a professional educator. EDUC 321, Elementary Curriculum and Instruction, EDUC 415, Curriculum and Instruction in the Elementary School, SPED 465, Mainstreaming Practicum, and EDUC 485, Special Methods in High School Subjects, are all courses in which students experience teaching children first-hand and requires a degree of personal evaluation. This may be in the form of video critiques, written daily reflections, written teaching reflections, and professional improvement plans. The students in the Speech, Language and Hearing program also complete a self-evaluation form in the previously mentioned courses for their degree requirements. Candidates are placed in classrooms throughout the southeastern region of the state and course instructors ensure a variety of school contexts to include diverse settings (survey). For example, of the 11 schools used for EDUC 650, Mathematics in the Elementary School, nine of the schools are Title I schools, most with high minority ratios. Field experiences also require candidates to design and implement instruction to meet the needs of students with a variety of backgrounds and abilities (Course syllabi objectives: EDUC 321, Elementary Curriculum and Instruction; EDUC 415, Curriculum and Instruction in the Elementary School; EDUC 485, Special Methods in High School Subjects; EDUC 488, Practicum: Field Experiences in the Secondary Classroom; EPSY 315, Classroom Management and Motivation for Beginning Teachers; SPED 641, Practicum in Assessment and Evaluation of Individuals with Exceptionalities). These courses provide feedback to candidates in individual performance assessment conferences assessing whether or not instruction was planned for all children (Observation forms for each course). In the graduate program, candidates create, plan and implement standards-based lessons during their course work and during practicum experiences. Candidates have numerous experiences in their core courses as well as the concentration courses in a specialty area and through electives to plan effectively beginning with knowledge of the learner. Implementation of a lesson plan and the instruction supporting the lesson is based upon content knowledge, pedagogical knowledge and standards-based instruction. The Louisiana Components of Effective Teaching are addressed throughout the teacher preparation and other school personnel programs (Initial Level and Advanced Level) at SLU.

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Table 1 provides a matrix indicating the correlation of the Louisiana Components of Effective Teaching by Domain with the corresponding Louisiana Supplement Standard A.1 Planning. TABLE 1

LOUISIANA SUPPLEMENT STANDARD A.1: PLANNING

COMPONENTS OF EFFECTIVE TEACHING MATRIX DOMAIN I: PLANNING

Components Attributes Initial Program Level Courses

Advanced Program Level Courses

Intro. Develop. Compet. I.A. I.A.1 EDUC

202, 304 ETEC 305 SPED 361, 363, 365

EDUC 321, 407, 414, 415, 472, 485, SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 618, 646, 649, 650, 661, 664, 665, 692, 693, 697 EPSY 601, 605 ETEC 610, 620, 644, 645, 665 SPED 603, 612, 662, 663, 664, 581, 658, 682, 683, 684, 688

I.A.2 EDUC 202, 304 ETEC 305 SPED 361, 363, 365

EDUC 321, 322, 407, 415, 485, SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 618, 646, 649, 650, 655, 661, 691, 692, 693, 697 ETEC 610, 620, 644, 645, 665 SPED 603, 612, 662, 663, 664, 581, 658, 682, 683, 684, 688

I.A.3 EDUC 202, 304 EPSY 301, 315 SPED 361, 363, 365

EDUC 321, 322, 414, 415, 485, 593 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 618, 619, 646, 648, 650, 661 691, 692, 693, 697 EPSY 601, 605 ETEC 610, 620, 644, 645, 665 SPED 603, 608, 612, 641, 662, 663, 664, 581, 658, 682, 683, 684, 688

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I.A.4 EDUC 202, 304 LSED 401 SPED 361, 363

EDUC 321, 322, 414, 415 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 618, 648, 646, 649, 650, 655, 661, 691, 692, 693, 697 EPSY 601, 605 LSED 501 ETEC 610, 620, 644, 645, 665 SPED 603, 608, 641, 662, 663, 664, 581, 658, 682, 683, 684, 688

I.A.5

ETEC 305 SPED 361, 363, 440

EDUC 321, 322 414, 593 SPED 441

EDUC 425, 426, 427, 429 436, 437, 486, 487

EDL 635 EDUC 640, 649, 650, 655, 661, 691, 692, 693, 697 EPSY 601, 605 ETEC 610, 620, 644, 645, 665 SPED 603, 608, 612, 641, 663, 664, 581, 658, 682, 683, 684, 688

I.A.6

SPED 361, 440

EDUC 414, 593 SPED 441, 465

EDUC 425, 436, 437

EDL 635 EDUC 649, 693, 697 EPSY 601, 605 SPED 608, 641, 663, 581, 658, 682, 683, 684, 688

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Standard A.2 – Management The teacher education program provides candidates and graduates with knowledge and skills in the management component, which includes maintaining an environment conducive to learning, maximizing instructional time, and managing learner behavior. At the Introductory Level, candidates are provided course instruction in classroom and behavior management through EPSY 315, Classroom Management and Motivation for Beginning Teachers. At this level, candidates observe in local classrooms and reflect on the teacher's strategies for creating a positive learning environment, maximizing instructional time, and managing learner behaviors. In addition, candidates create a personal management plan. In EDUC 304, Teaching Reading in the Elementary School, a Classroom Ratings Form is used by candidates to evaluate the classroom environment. At the Developing Level, candidates are involved in field experiences which provide them with multiple opportunities to put the knowledge and skills learned at the Introductory Level into practice. Candidates continue to observe mentor teachers and reflect on the teacher's management style. Field experiences are designed such that candidates progress from working with small groups to whole group teaching. In each of these instances, candidates are responsible for the management of the learner behaviors. The Louisiana Components of Effective Teaching are the basis of the scoring rubric used to assess each candidate's performance in the field experiences. In addition, his or her peers observe each candidate. The focus of one or more observations is the candidate's use of strategies to manage learner behavior. At the Competency Level, candidates in collaboration with their supervising teacher during student teaching are responsible for establishing a management plan and implementing this plan throughout the student teaching semester. The Components of Effective Teaching again serve as the primary, formal assessment of the candidate’s progress at this level. The following documents evidence that candidates and graduates create a positive learning environment, maximize instructional time, and manage learner behavior, making adjustments as necessary to meet the learning needs of each student.

• Management Plans • Lesson plans reflecting management considerations • Scored rubrics indicating performance in area of management • Peer observations focusing on management • Reflections on teaching sequences in graduate courses

EDUC 321, Elementary Curriculum and Instruction, EDUC 415, Curriculum and Instruction in the Elementary School, EDUC 485, Special Methods in High School Subjects, and EDUC 488, Practicum: Field Experiences in the Secondary Classroom, EPSY 315, Classroom Management and Motivation, and SPED 641, Practicum in Assessment and Evaluation of Individuals with Exceptionalities, provide feedback to candidates in individual performance assessment

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conferences assessing whether or not instruction was planned for all children (Observation forms for each course). Candidates must assess if all their students were able to meet the lesson objectives; candidates then make suggestions for how they could have met these individual needs or plan to in the future (EDUC 415, Curriculum and Instruction in the Elementary School, field experience reflection guide). Courses focusing on behavior management are offered on the graduate level. In these courses (SPED 612, SPED 664) graduates extend their knowledge of theory into practice. In addition, in the practicum experience graduate students are responsible for the management of learner behaviors as they implement their plans. Graduate candidates in the Educational Leadership – Administration and Supervision program and those in the Counselor Education programs address this target behavior in a variety of courses through class discussion and projects. For graduate candidates in Educational Leadership, documentation will be found in the following syllabi: EDL 627, Elementary School Principalship, and EDL 628, Secondary School Principalship ; EDL 636; and EDL 702, School-Community Relations. For graduate candidates in Counselor Education, documentation will be found in the following syllabi: CED 611, School Counseling and Consulting, and CED 690, School Counseling Internship. (See Documents Room) The Louisiana Components of Effective Teaching are addressed throughout the teacher preparation and other school personnel programs (Initial Level and Advanced Level) at SLU. Table 2 provides a matrix indicating the correlation of the Louisiana Components of Effective Teaching by Domain with the corresponding Louisiana Supplement Standard A.2 Management. In summary, Southeastern makes a concerted effort to ensure that candidates create a positive learning environment and maximize instructional time for all students. Students learn how to assess individual needs and to adjust instruction to meet those needs.

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TABLE 2

LOUISIANA SUPPLEMENT STANDARD A.2: MANAGEMENT

COMPONENTS OF EFFECTIVE TEACHING MATRIX DOMAIN II: MANAGEMENT

Components Attributes Initial Program Level Courses Advanced Program Level

Courses Intro. Develop. Compet.

II.A.1

EDUC 202, 304 EPSY 301, 315 ETEC 305 SPED 361, 363

EDUC 321, 322, 414, 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 646, 649, 661, 691 ETEC 610, 620, 630, 644, 650, 665 SPED 608, 612, 641, 664, 581, 658, 682, 683, 684, 688, 557, 603, 649, 650, 659

II.A.

II.A.2

EDUC 202, 304 EPSY 315 ETEC 305 SPED 361, 363

EDUC 321, 322, 414, 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 618, 646,648, 649, 650, 661, 691, 693 ETEC 610, 620, 630, 645, 650, 660, 665, 695 SPED 608, 612, 641, 662, 664, 581, 658, 682, 683, 684, 688, 557, 603, 649, 650, 659

II.B.1

EDUC 202, 304 EPSY 301, 315 ETEC 305 SPED 361, 363

EDUC 321, 322, 414, 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 646, 649, 650, 661 ETEC 610, 620, 630, 644, 645, 665 SPED 608, 612, 641, 663, 664, 581, 658, 682, 683, 684, 688, 557, 603, 649, 650, 659

II.B

II.B.2

EDUC 202, 304 EPSY 301, 315 ETEC 305 SPED 361, 363

EDUC 321, 322, 414, 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 646, 649, 650, 661, ETEC 610, 620, 630, 644, 645, 665 SPED 608, 612, 641, 663, 664, 581, 658, 682, 683, 684, 688, 557, 603, 649, 650, 659

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II.C.1

EDUC 202, 304 EPSY 301, 315 ETEC 305 SPED 200, 361 363, 365

EDUC 321, 322, 414, 415, 485/488 SPED 465

EDUC 425, 426, 427, 429 436, 437, 486, 487

EDL 635 EDUC 618, 646,649, 661, ETEC 610, 620, 644, 645, 665 SPED 600, 608, 612, 641, 662, 663, 664, 581, 658, 682, 683, 684, 688, 557, 603, 649, 650, 659

II.C

II.C.2

EDUC 202, 304 EPSY 301, 315 ETEC 305 SPED 361, 363 365

EDUC 321, 322, 414, 415, 485/488 SPED 465

EDUC 425, 426, 427, 429 436, 437, 486, 487

EDL 635 EDUC 618, 646, 649 661 ETEC 610, 620, 644, 645, 665 SPED 608, 612, 641, 662, 663, 664, 581, 658, 682, 683, 684, 688, 557, 603, 649, 650, 659

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Standard A.3 – Instruction The teacher education program provides candidates and graduates with skills for delivering effective instruction, presenting, appropriate content, providing for student involvement, and assessing and facilitating student growth. A.3 Instruction Initial and continuing teacher candidates at Southeastern Louisiana University demonstrate and reflect through their practice a thorough understanding of professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards. They demonstrate their knowledge of the learner, content knowledge, standards-based instruction, and best pedagogical practices through their ability to deliver effective instruction by developing meaningful learning experiences that facilitate learning for all students. There are several indictors that are used to assess the level of pedagogical content knowledge for initial teacher candidates. These include the following:

1. Curriculum: Student learning for teacher candidates in initial preparation programs at Southeastern Louisiana University can be documented through performance data in foundation courses. (Syllabus for EDUC 304; EDUC 304 – Self-Reflections Holistic Score Sheet; Activity - SPED 363; Syllabus for EPSY 301; Evaluation Summary of Service Hours; EDUC 202 – Presentation; EDUC 202 – Autobiographical/ Philosophical Paper; EDUC 202 – Legal Issues Presentation; EDUC 202- Rubrics for Class Assignments; School Board Meeting Reflection; EDUC 202 Teacher/Pal Interview; Syllabus for SPED 200; SPED 200 – Teacher Interview; Syllabus for EDUC 407; EDUC 407 – Assessment Project; EPSY 315 - Management Assessment) The required degree programs in teacher education at Southeastern Louisiana University incorporate content knowledge in the areas of child development and psychology, reading, tests and measurement, classroom management, history, and philosophy. (SLU Catalogue, pp. 204)2. Course Performance: Students must earn a letter grade of “C” or better in all professional coursework. This grade should reflect the average of tests, quizzes, projects, activities, and teaching experiences. (SLU Catalogue, p. 196) 3. Grade Point Average: Undergraduate students must maintain an overall adjusted GPA of 2.5 to continue their teacher training. . (SLU Catalogue, p. 197) 4. PRAXIS Tests: All students must successfully pass the PRAXIS Principles of Learning and Teaching Examination as well as their Specialty Area Examination. State of Louisiana. (Table V: SLU Student Performance on the PRAXIS Exam, 1997-2000) Passing rates of SLU students on the Specialty Area examinations (98% in 1999-2000) as well as Professional knowledge tests (98% in 1999-2000) compare favorably to the state average. Both of these exams reflect candidates’ pedagogical content knowledge and the application of this knowledge. (SLU Student Performance on PRAXIS Exams: 1999-2000 Academic Year; ETS: HEA Title II: 1999-2000 Academic Year: Quartile Rankings of All Teacher Education Programs)

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In the continuing preparation of teachers, The Graduate School at Southeastern Louisiana University offers opportunities for teachers and other school personnel to enhance their pedagogical and professional preparation through Master of Education degrees in Curriculum and Instruction, School Administration and Supervision, and Counselor Education. Candidates who are admitted to these programs have demonstrated success in undergraduate work by meeting University criteria by holding the appropriate certifications, by maintaining the minimum grade point average, and by achieving successful completion of the Graduate Record Examination (See SLU Catalogue, p. 242). Continuing preparation of experienced teachers in Southeastern Louisiana University graduate programs are asked to build upon and extend their knowledge base to improve their own teaching and student learning through a variety of course requirements and experiences (See syllabi for EDUC 647, EDUC 661, EDUC 675, SPED 613, SPED 662). The undergraduate and graduate degree programs are continuing to be structured in ways that candidates address the following five propositions of the National Board for Professional Teaching Standards:

• Teachers are committed to students and their learning; • Teachers know the subjects they teach and how to teach those subjects to students; • Teachers are responsible for managing and monitoring student learning; • Teachers think systematically about their practice and learn from experience; and • Teachers are members of learning communities.

(See syllabi for EDUC 657, EDUC 675, EDUC 706, SPED 601, SPED 608) There are several indictors that are used to assess the level of pedagogical content knowledge for continuing teacher candidates. These include the following:

1. Coursework Performance: Continuing teacher candidates must earn a grade of “C” or better in each course in the major, and a maximum of 6 hours with a grade of “C.” Content knowledge mastery is also demonstrated by achieving a cumulative GPA of 3.0 or better in all graduate coursework, this being a criterion for graduation. Examples of coursework assessments include but are not limited to checklists, exams, portfolios, projects, and pre-post student data certification as a reading recovery teacher, self- evaluations, case studies, presentations, reflective journals and administrative interviews. 2. Assessments of Content Knowledge Mastery in Courses Involving Field/Clinical Experiences: During courses involving field or clinical experiences, content knowledge is assessed along with a variety of other areas via evaluations of written materials and observations of teaching performance. A sample of a rubric is provided (See Documents Room - SPED 641 – Assessment). 3. Written Comprehensive Exam: Continuing teacher candidates also demonstrate their mastery of content in a written comprehensive exam taken during their final semester. Information about this exam is provided (see General Information – Comprehensive Exams)

Graduate and undergraduate programs for other school personnel provide comprehensive coursework to promote pedagogical content knowledge delineated in professional, state, and institutional standards. Evidence of their understanding of the subject matter is similar to the initial and continuing teacher training. (See syllabi for CED 611, CED 680)

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In addition to the candidates’ knowledge and skill in effectively delivering instruction, initial teacher candidates at Southeastern Louisiana University acquire content knowledge through a series of content-based courses specific to each teacher preparation degree program. Degree programs for these candidates offer specific coursework addressing content knowledge guided by national standards (NCATE Learned Societies) and state content standards (See web page for State Department of Education - Board of Elementary and Secondary Education: Bulletin 746), as evidenced by folios submitted to these Learned Societies and the 2000-2001 SLU Catalogue. Table I provides an overview of initial teacher preparation programs at SLU and the NCATE learned societies to which they conform in relation to content knowledge standards. At the Introductory Level, candidates are taught skills that are needed to deliver effective instruction. This is accomplished through the modeling by the Unit's faculty of standards-based lessons that incorporate best practices, as well as through observations of local teachers who demonstrate the effective use of instructional components that result in positive learning outcomes for students. Additionally, at this level candidates are responsible for planning lessons that incorporate instructional components that help meet the needs of all learners. At the Developing Level, candidates continue to observe, experience, and reflect upon effective delivery of instruction that enhances student learning. Candidates at this level progress from planning for effective instruction to implementation of these plans in a sequence of field experiences. The candidate's ability to demonstrate delivery of effective instruction that results in positive learning outcomes for all students is assessed through a rubric that is based on the Louisiana Components of Effective Teaching (see EDUC 321 rubric). The ability of candidates and graduates to deliver effective instruction that results in positive learning outcomes for each student can be evidenced by:

• Lesson plans of Unit faculty • Units developed in EDUC 407, Tests and Measurements • Scored rubrics from EDUC 321, Elementary Curriculum and

Instruction, and EDUC 415, Curriculum and Instruction in the Elementary School

• Pre/post student literacy assessment data from EDUC 657, Reading in the Elementary School, EDUC 661, Diagnostic and Remedial Reading, and EDUC 675, The Early Literacy Initiative Project as a Special Topics in Elementary and Secondary Education course

At the Competency Level, candidates plan and implement 180 hours of standards-based instruction. At this level, the supervising teacher and university supervisor as well as the school principals are responsible for overseeing the candidates planning and implementation and assess these using the Louisiana Components of Effective Teaching. The candidate is also responsible for videotaping a lesson and providing an accompanying critique. In the critiques candidates reflect on their ability to deliver effective instruction.

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Teacher candidates at Southeastern Louisiana University acquire content knowledge through a series of content-based courses specific to each teacher preparation degree program. Degree programs for these candidates offer specific coursework addressing content knowledge guided by national standards (NCATE Learned Societies, National Board for Professional Teaching Standards; and Interstate New teacher Assessment and Support Consortium-INTASC; College of Education and Human Development Core Curriculum) and state content standards. (State Department of Education - Board of Elementary and Secondary Education: Bulletin 746 Web Page) Table I: Initial Teacher Candidates Programs provides an overview of initial teacher preparation programs at SLU and the NCATE Learned Societies to which they conform in relation to content knowledge standards. Also, the 1998 SLU Strategic Plan’s goals and objectives address all of the NCATE 2000 Standards (SLU Strategic Plan: Goals and Objectives Cross-Referenced to NCATE 2000 Standards). Throughout the program, initial teacher candidates engage in critical analysis, synthesis, and personal inquiry. The higher order thinking skills and processes mentioned in NCATE Standard I are also terms used by Learned Societies in their own content knowledge standards. Individual folios indicate how the program at Southeastern Louisiana University matches the standards of NCATE Learned Societies (See folios for content areas submitted to the Learned Societies). In addition, throughout each degree program, students are required to engage in higher order thinking skills. These are described in course objectives and activities. Illustrative examples of courses/assignments/projects where these higher order thinking skills are required and demonstrated include the following: Initial teaching candidates in the Health and Physical Education area enroll in several courses (Syllabus for KIN 362; Syllabus for KIN 392/93; Syllabus for KIN 321; Syllabus for KIN 331) which involve laboratory sessions during which they perform experiments and other data-collecting/inquiry-based assignments and projects. In the Department of History and Political Science, social studies majors enrolled in upper-level courses (Syllabus for HIST 321; Syllabus for HIST 444; Syllabus for 446; Syllabus for HIST 497; Syllabus for POLISC 300; Syllabus for POLISC 425) and learn to do research, critically analyzing their sources and the content of the information. They also learn to compile that information into a coherent format for research papers and presentations, honing their organizational and writing skills. Students majoring in science education are required to take GBIO 395. An example of an assignment in that class is to visualize how populations grow and how they are regulated (RAMAS Activity). Also highlighted are examples of activities in math, speech, and geography (Math 311; Speech 211, Math 241; Geography 103). Each semester, sections of content courses are designated for education majors (GBIO 106 and GBIO 107), and learning communities across various departments are identified specifically for education majors (Learning Communities). All candidates progress through the teacher-training program at Southeastern through a series of selective admission and retention criteria (SARTE – SLU Catalogue, pp. 195-197). Additional support is provided to candidates as needed through the Teacher Development Program (Description of Teacher Development Program). Quantitative evidence of content knowledge mastery of initial teacher candidates is derived from four sources: (1) coursework performance, (2) assessments of planning and teaching performance during courses involving field experience, (3) assessments during student teaching, and (4) performance on PRAXIS specialty tests. Table

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I: Initial Teaching Candidate Programs provides an overview of the quantifiable measures of content knowledge for all initial teacher education degree programs.

(1) Coursework Performance: Initial teacher candidates must earn a grade of “C” or better in each course in their major. Content knowledge mastery is also demonstrated by achieving an adjusted GPA of 2.50 or better, this being a criterion for eligibility to enroll in senior-level professional education coursework. (SLU Catalogue, pp. 196). (2) Assessments of Content Knowledge Mastery in Courses Involving Field Experiences: During professional teacher education methods courses, content knowledge is assessed through evaluations of lesson plans and observations of teaching performance. Assessment rubrics used in these courses include items indicating mastery of content knowledge. Samples of these assessment instruments are provided. (Assessment for EDUC 415; Assessment EDUC 415 – Music; Assessment for SPED 200; Assessment SPED Mentor Teacher; Assessment for EDUC 485-English; Assessment for EDUC 485-Kinesiology; Assessment for EDUC 321-Reading; and Assessment for EDUC 321-Math) (3) Assessment of Content Knowledge Mastery During Student Teaching: Teaching candidates are evaluated quantitatively several times during the student teaching semester. These evaluations include both single-observation assessments of teaching performance and summary assessments by both the university supervisor and on-site cooperating teacher. The assessment rubrics used for these evaluations include items addressing content knowledge mastery. The following sources for the assessment of student teachers can be documented: lesson plans, university supervisor’s evaluation reports, principal’s evaluation reports, and mid term and final evaluation reports. ( Lesson Plans; Student Teaching Observation Forms; Elementary Mid-Term By Supervisor; Elementary Principal Mid-Term; Student Teaching Assessment – Final)(4) Praxis Specialty Tests: With the exception of speech, art, and special education, preservice teachers are required to pass a specialty area PRAXIS examination. These exams are indicated in Table I: Initial Teaching Candidate Programs. Teaching candidates at SLU perform well on PRAXIS content area tests. PRAXIS passing rates are used as part of the Louisiana Board of Regents’ evaluation of teacher education programs in the state. In the 1999-2000 academic year, the educational Testing Service reported a total of 236 SLU teaching candidates took the basic skills test (PPST) with 100% passing. On the academic content area exams (specialty), SLU had a 98% pass rate. These passing rates were considerably higher than the state average. In comparison to other public and private universities within the state, Southeastern’s scores rank within the first quartile for the state. (SLU Student Performance on PRAXIS Exams: 1999-2000 Academic Year; ETS: HEA Title II: 1999-2000 Academic Year: Quartile Rankings of All Teacher Education Programs)

In the graduate degree programs, experienced teachers continue building upon and extending their knowledge base to improve their own teaching and student learning through a variety of content-based courses specific to each degree program and concentration. Degree programs for these candidates offer specific coursework addressing content knowledge reflected in both national standards (NCATE Learned Societies and National Board for Professional Teaching Standards) and state standards (State Department of Education - Board of Elementary and Secondary Education and Louisiana State Content Area Standards for K-12 Students;). Table II: Continuing Teacher Candidates Programs provides an overview of continuing teacher

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preparation programs at SLU and the NCATE learned societies to which they conform in relation to content knowledge standards. In addition to this table, examples of course syllabi are included, linking objectives to learned society standards and sample matrices from folios. (Syllabus for SPED 641, Syllabus for EDUC 657 and Syllabus for EDUC 661) These examples indicate that our degree programs do indeed offer coursework described in national standards. Throughout the program, continuing teacher candidates engage in critical analysis, synthesis, and personal inquiry as evidenced by course syllabi, evaluations, portfolios, action research projects, case study reports, class projects, and reflective journals. Illustrative examples of courses/assignments/projects where these higher order thinking skills are required and demonstrated include the following: EDUC 657/658 - Louisiana Standards Action Research Project and EDUC 661 - Student Case Study. (Syllabus for EDUC 657 and Syllabus for EDUC 661) Quantitative evidence of content knowledge mastery is derived from 3 sources: (1) coursework performance, (2) assessments of planning and teaching performance during courses involving field experiences, and (3) performance on written comprehensive exams. Table II: Continuing Teacher Candidate Programs provides an overview of these sources.

1. Coursework Performance: Continuing teacher candidates must earn a cumulative GPA of 3.0 or better in all graduate coursework with no more than six hours of coursework with a grade of “C.” The cumulative GPA of 3.0 or better in all graduate coursework is a criterion for graduation. (SLU Catalogue, p. 254) In a 1999 survey of graduate alumni (1996-1997 and 1997-1998), 81.8% completing the M.Ed. in Elementary Education expressed strong or very strong satisfaction in the effectiveness of beginning courses in preparing them for advanced courses. (1999 Survey of Graduate Alumni) 2. Assessments of Content Knowledge Mastery in Courses Involving Field/Clinical Experiences: During courses involving field or clinical experiences, content knowledge is assessed along with a variety of other areas via evaluations of written materials and observations of teaching performance. A sample of an assessment instrument is provided (Assessment in SPED 641). 3. Written Comprehensive Examinations: Continuing teacher candidates also demonstrate their mastery of content in a written comprehensive exam taken during their final semester in the areas of Kindergarten Education, Elementary Education, Secondary Education, Adult Education, English as a Second language, Reading Specialist (elementary or secondary), Gifted Education (elementary or secondary) and Education Technology. The Pass/Fail rate of the examinees is provided in Table III: Comprehensive Examinations (1999-2001). For candidates scoring below the acceptable standard, remediation is provided through a committee of university faculty.

Three other professional school roles for which Southeastern Louisiana University offers programs are: Undergraduate Speech, Language, and Hearing Assistants; School Counselor; and School Administrator. Degree programs for these candidates offer specific coursework addressing the central concepts, tools of inquiry, and structures of their fields reflected in both national standards (NCATE learned societies) and state content standards. (SLU Catalogue; Syllabus for CED 611; Syllabus for CED 680; Syllabus for CED 690; State Department of Education, Board of Elementary and Secondary Education Web Site) A summary of national and state standards guiding content and quantitative data sources is outlined in Table IV: Other

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School Personnel Roles. Candidates for other professional school roles demonstrate their understanding in content courses as well as during courses involving clinical experiences. Throughout all of the preparation programs, graduate candidates engage in critical analysis, synthesis, and personal inquiry, and examples of courses and assignments/projects where these higher order thinking skills are required and demonstrated are described in the following syllabi: EDL 721 - Realistic school situations; EDL 702 - in-basket" simulation; and EDL 627/628 - Role Play. Quantitative evidence of understanding of important concepts, tools of inquiry, and structures of the field is derived from three sources: (1) course performance, (2) assessments of performance during courses involving field experiences and clinical coursework, and (3) comprehensive examinations for the graduate programs.

1. Coursework Performance: Content knowledge mastery for the undergraduate program for Speech, Language, and Hearing Assistants is demonstrated through coursework in two ways. First, these candidates must earn a grade of “C” or better in each major course, and second they must achieve a cumulative GPA of 2.50 or higher to enroll in junior- and senior-level professional coursework. (SLU Catalogue, p. 240) Candidates in the graduate programs for counseling and administration must earn a grade of “C” or better in each course in the major, and a maximum of six hours with a grade of “C.” Content knowledge mastery is also demonstrated by achieving a cumulative GPA of 3.0 or better in all graduate coursework, a graduation requirement. (SLU Catalogue, p. 254)2. Assessments of Performance During Courses Involving Field Experiences and Clinical Coursework: During courses involving undergraduate field and clinical experiences (Table IV: Other School Personnel Roles), knowledge is assessed via evaluations of performance using rubrics that indicate mastery of content knowledge. These rubrics are found in the Student Clinician Handbook. (SLU Student Clinician’s Handbook, pp. 78-97) For graduate courses involving field experiences, knowledge is assessed through evaluations of performance using rubrics that include items indicating mastery of content knowledge. (Evaluation Form for CED 680/681/682/690/691/692; Evaluation Form for CED 693)3. Written Comprehensive Examinations: For graduate candidates seeking a Master’s Degree in counseling or administration, content mastery is demonstrated in a written comprehensive exam taken during their final semester. (Study Guide-Educational Leadership Comprehensive Exams, Administration and Supervision Comprehensive Exam Scoring Summary Sheet; Comprehensive Exam Data)

In summary at the graduate level, candidates are able to put the knowledge gained in university-based courses into practice during practica experiences. The graduate candidate’s ability to deliver effective instruction is assessed by the Unit's faculty. Southeastern makes a concerted effort to ensure that candidates create a positive learning environment and maximize instructional time for all students. Candidates learn how to assess the diverse needs of individual learners and to adjust instruction to meet those needs in order to have a positive impact on student learning.

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The Louisiana Components of Effective Teaching are addressed throughout the teacher preparation and other school personnel programs (Initial Level and Advanced Level) at SLU. Table 3 provides a matrix indicating the correlation of the Louisiana Components of Effective Teaching by Domain with corresponding Louisiana Supplement Standard A.3 Curriculum and Louisiana Supplement Standard A.5 Technology since technology is identified as Attribute 5 in Domain III. Instruction in the Louisiana Components of Effective Teaching. TABLE 3

LOUISIANA SUPPLEMENT STANDARD A.3: INSTRUCTION

COMPONENTS OF EFFECTIVE TEACHING MATRIX DOMAIN III: INSTRUCTION

Components Attributes Initial Program Level Courses Advanced Program Level

Courses Intro. Develop. Compet.

III.A.1

EDUC 202, 407 304 EPSY 301, 315 ETEC 305 SPED 200, 361, 363

EDUC 321, 322 414, 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 646, 647, 649, 650, 661, 691,692 EPSY 601, 605 ETEC 610, 611, 620, 635, 644, 645, 665 SPED 581, 603, 658, 662, 663, 682, 683, 684, 688, 557, 608, 612, 641, 649, 650, 658, 659

III.A.

III.A.2

EDUC 202, 407 304 ETEC 305 SPED 361, 363

EDUC 321, 322 414, 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 646, 649, 650, 661, 692 EPSY 605 ETEC 610, 611, 620, 644, 645, 665 SPED 581, 603, 658, 662, 663, 682, 683, 684, 688, 557, 608, 612, 641, 649, 650, 658, 659

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III.A.3

EDUC 202, 407 304 ETEC 305 LSED 401 SPED 361, 363

EDUC 321, 322 414, 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 646, 649, 650, 661, 691,692 ETEC 610, 611, 620, 635, 644, 645, 665 LSED501 SPED 581, 603, 658, 662, 663, 682, 683, 684, 688, 557, 608, 612, 641, 649, 650, 658, 659

III.A.4

EDUC 202, 407 304 ETEC 305 SPED 361, 363

EDUC 321, 322 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 646, 649, 661, 692 ETEC 610, 611, 620, 635, 644, 645, 665 SPED 581, 658, 662, 663, 682, 683, 684, 688, 603, 557, 608, 612, 641, 649, 650, 658, 659

III.A.5

EDUC 202, 407 304 EPSY 301 ETEC 305 LSED 401 SPED 361, 363

EDUC 321, 322 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 646, 649, 650, 661, 677, 691,692 ETEC 610, 611, 620, 630, 635, 644, 645, 650, 665, 695 LSED501 SPED 581, 608, 641, 658, 662, 663, 682, 683, 684, 688, 603, 557, 608, 612, 649, 650, 658, 659

III.B III.B.1

EDUC 202, 407 304 ETEC 305 SPED 361, 363

EDUC 321, 322 414, 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 618, 646, 649, 650, 661, 692 ETEC 610, 611, 620, 630, 635, 644, 645, 650, 660, 665, 695 SPED 581, 603, 608, 641, 658, 662, 663, 682, 683, 684, 688, 557, 608, 612, 641, 649, 650, 658, 659

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III.B.2

EDUC 202, 407 304 ETEC 305 SPED 361, 363

EDUC 321, 322 414, 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 618, 646, 649, 650, 661, 692 ETEC 610, 611, 620, 635, 644, 645, 665, 695 EPSY 605 SPED 581, 603, 608, 641, 658, 663, 682, 683, 684, 688, 557, 608, 612, 641, 649, 650, 658, 659

III.B.3

EDUC 202, 407 304 ETEC 305 LSED 401 SPED 361, 363

EDUC 321, 322 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 618, 646, 649, 650, 661, 691, 692 ETEC 610, 611, 620, 630, 635, 644, 645, 650, 660, 665, 695 LSED501 SPED 581, 603, 608, 641, 658, 663, 682, 683, 684, 688, 557, 608, 612, 649, 650, 659

III.C.1

EDUC 202, 407 304 EPSY 301 ETEC 305 SPED 361, 363, 440

EDUC 321, 322 415, 485/488 SPED 441, 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 618, 646, 649, 650, 661, 692 ETEC 610, 611, 620, 630, 635, 644, 645, 650, 660, 665, 695 EPSY 601, 605 SPED 581, 603, 608, 641, 646, 649, 650, 658, 662, 663, 682, 683, 684, 688, 557, 612, 659

III

III.C.2

EDUC 202, 407 304 ETEC 305 SPED 361, 363, 440

EDUC 321, 322 415, 485/488 SPED 441, 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 618, 649, 650, 661, 664, 692 EPSY 601 ETEC 610, 611, 620, 630, 635, 644, 645, 665, 695 SPED 581, 603, 608, 612, 641, 658, 662, 663, 682, 683, 684, 688, 557, 641, 649, 650, 659

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III.C.3

EDUC 202, 407 304 EPSY 301 ETEC 305 SPED 361, 363

EDUC 321, 322, 414, 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 618, 646, 649, 650, 661, 691,692 ETEC 610, 611, 620, 630, 635, 644, 645, 650, 660, 665, 695 LSED501 SPED 581, 603, 608, 641, 658, 662, 663, 682, 683, 684, 688, 557, 612, 649, 650, 659

III.C.4

EDUC 202, 407 304 ETEC 305 SPED 361, 363, 365

EDUC 321, 322 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 646, 649, 650, 661, 692, 618 EPSY 605 ETEC 610, 611, 620, 635, 644, 645, 660, 665 SPED 581, 603, 608, 641, 658, 662, 663, 682, 683, 684, 688, 557, 612, 649, 650, 659

III.D.1

EDUC 202, 407 304 ETEC 305 SPED 361, 363, 365

EDUC 321, 322 414, 415, 485/488 SPED 441, 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 650, 661, 649, 646 ETEC 610, 611, 620, 635, 644, 645, 660, 665 SPED 581, 608, 641, 663, 682, 683, 684, 688, 557, 612, 649, 650, 658, 659

III.D.2

EDUC 202, 407 304 ETEC 305 SPED 361, 363, 440

EDUC 321, 322 414, 415, 485/488 SPED 441, 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 646, 649, 593, 650, 661 ETEC 610, 611, 620, 630, 635, 644, 645, 665 SPED 581, 608, 641, 663, 682, 683, 684, 688, 557, 612, 649, 650, 658, 659

III.D

III.D.3

EDUC 202, 304 ETEC 305 SPED 361, 363, 440

EDUC 321, 322 415, 485/488 SPED 441, 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 646, 649, 650, 661 ETEC 610, 611, 620, 630, 635, 644, 645, 665 SPED 581, 608, 641, 663, 682, 683, 684, 688, 557, 612, 649, 650, 658, 659

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III.D.4

EDUC 407 ETEC 305 SPED 361, 363, 440 SPED 361, 363

EDUC 321, 322 415, 485/488 SPED 441, 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 646, 649, 661 ETEC 610, 611, 620, 635, 644, 645, 665 SPED 581, 608, 641, 663, 682, 683, 684, 688, 557, 612, 649, 650, 658, 659

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Standard A.4 – Curriculum The teacher education curricula provide candidates and graduates with knowledge and skills to effectively incorporate the Louisiana Content Standards in instructional delivery. Southeastern makes a concerted effort to ensure that candidates create a positive learning environment and maximize instructional time for all students. Students learn how to assess individual needs and to adjust instruction to meet those needs. In the undergraduate teacher preparation program at the Introductory Level, candidates are exposed to the Louisiana Content Standards not only in courses such as EDUC 304 and EDCU 407, but also in field-based sites. They observe lessons in local classrooms and discuss these lessons that reflect the content standards. At the Developing Level all candidates receive direct instruction in the Louisiana Content Standards. At both the Developing Level and the Competency Level, lesson plans are implemented by candidates and must indicate the Louisiana Standard being addressed in the lesson and the plan and implementation must reflect a strong connection to the identified Standards. EDUC 321, Elementary Curriculum and Instruction, EDUC 415, Curriculum and Instruction in the Elementary School, EDUC 485, Special Methods in High School Subjects and EDUC 488, Practicum: Field Experience in the Secondary Classroom, EPSY 315, Classroom Management and Motivation, and SPED 641, Practicum in Assessment and Evaluation of Individuals with Exceptionalities, provide feedback to candidates in individual performance assessment conferences assessing whether or not instruction was planned for all children (Observation forms for each course). Candidates must assess if all their students were able to meet the lesson objectives; candidates then make suggestions for how they could have met these individual needs or plan to in the future (EDUC 415, Curriculum and Instruction in the Elementary School, field experience reflection guide). In the graduate degree programs, candidates are provided multiple opportunities for developing and extending their knowledge base about teaching and learning that addresses the Louisiana Content Standards as well as pedagogy that supports teaching and learning. For example, candidates/graduates who are in a Reading Concentration of the Curriculum and Instruction demonstrate their knowledge, skills and dispositions through video critiques of literacy lessons, performance rubrics, and action research that documents impact on student learning. Evidence that candidates demonstrate knowledge of the Louisiana Content Standards in developing and implementing lessons for content areas that they prepare to teach includes:

• Lesson plans of Unit faculty that reflect the teaching of the Louisiana Content Standards

• Lesson plans from EDUC 321, Elementary Curriculum and Instruction

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• Lesson plans from EDUC 415, Curriculum and Instruction in the Elementary School

• Lesson plans from student teaching • Video Critiques of teaching sequences in EDUC 675, Early Literacy

Initiative Project • Action research reports (EDUC 657, Reading in the Elementary

School, EDUC 675) The Louisiana Components of Effective Teaching are addressed throughout the teacher preparation and other school personnel programs (Initial Level and Advanced Level) at SLU. Table 4 provides a matrix indicating the correlation of the Louisiana Components of Effective Teaching for Domain III: Instruction that supports the Louisiana Supplement Standard A.4 Curriculum. TABLE 4

LOUISIANA SUPPLEMENT STANDARD A.4: CURRICULUM

COMPONENTS OF EFFECTIVE TEACHING MATRIX DOMAIN III: INSTRUCTION

Components Attributes Initial Program Level Courses Advanced Program Level

Courses Intro. Develop. Compet.

III.A. III.A.1

EDUC 202, 407 304 ETEC 305 SPED 361, 363

EDUC 321, 322 414, 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 646, 649, 650, 661, 691,692 EPSY 601, 605 ETEC 610, 611, 620, 635, 644, 645, 665 SPED 581, 603, 658, 662, 663, 682, 683, 684, 688, 557, 608, 612, 641, 649, 650, 658, 659

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III.A.2

EDUC 202, 407 304 ETEC 305 SPED 361, 363

EDUC 321, 322 414, 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 646, 649, 650, 661, 692 EPSY 605 ETEC 610, 611, 620, 644, 645, 665 SPED 581, 603, 658, 662, 663, 682, 683, 684, 688, 557, 608, 612, 641, 649, 650, 658, 659

III.A.3

EDUC 202, 407 304 ETEC 305 LSED 401 SPED 361, 363

EDUC 321, 322 414, 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 646, 649, 650, 661, 691,692 ETEC 610, 611, 620, 635, 644, 645, 665 LSED501 SPED 581, 603, 658, 662, 663, 682, 683, 684, 688, 557, 608, 612, 641, 649, 650, 658, 659

III.A.4

EDUC 202, 407 304 ETEC 305 SPED 361, 363

EDUC 321, 322 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 646, 649, 661, 692 ETEC 610, 611, 620, 635, 644, 645, 665 SPED 581, 658, 662, 663, 682, 683, 684, 688, 603, 557, 608, 612, 641, 649, 650, 658, 659

III.A.5

EDUC 202, 407 304 ETEC 305 LSED 401 SPED 361, 363

EDUC 321, 322 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 646, 649, 650, 661, 691,692 ETEC 610, 611, 620, 630, 635, 644, 645, 650, 665, 695 LSED501 SPED 581, 608, 641, 658, 662, 663, 682, 683, 684, 688, 603, 557, 608, 612, 649, 650, 658, 659

26

III.B.1

EDUC 202, 407 304 ETEC 305 SPED 361, 363

EDUC 321, 322 414, 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 618, 646, 649, 650, 661, 692 ETEC 610, 611, 620, 630, 635, 644, 645, 650, 660, 665, 695 SPED 581, 603, 608, 641, 658, 662, 663, 682, 683, 684, 688, 557, 608, 612, 641, 649, 650, 658, 659

III.B.2

EDUC 202, 407 304 ETEC 305 SPED 361, 363

EDUC 321, 322 414, 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 618, 646, 649, 650, 661, 692 ETEC 610, 611, 620, 635, 644, 645, 665, 695 EPSY 605 SPED 581, 603, 608, 641, 658, 663, 682, 683, 684, 688, 557, 608, 612, 641, 649, 650, 658, 659

III.B

III.B.3

EDUC 202, 407 304 ETEC 305 LSED 401 SPED 361, 363

EDUC 321, 322 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 618, 646, 649, 650, 661, 691, 692 ETEC 610, 611, 620, 630, 635, 644, 645, 650, 660, 665, 695 LSED501 SPED 581, 603, 608, 641, 658, 663, 682, 683, 684, 688, 557, 608, 612, 649, 650, 659

III. III.C.1

EDUC 202, 407 304 EPSY 301 ETEC 305 SPED 361, 363, 440

EDUC 321, 322 415, 485/488 SPED 441, 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 618, 646, 649, 650, 661, 692 ETEC 610, 611, 620, 630, 635, 644, 645, 650, 660, 665, 695 EPSY 601, 605 SPED 581, 603, 608, 641, 646, 649, 650, 658, 662, 663, 682, 683, 684, 688, 557, 612, 659

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III.C.2

EDUC 202, 407 304 ETEC 305 SPED 361, 363, 440

EDUC 321, 322 415, 485/488 SPED 441, 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 618, 649, 650, 661, 664, 692 EPSY 601 ETEC 610, 611, 620, 630, 635, 644, 645, 665, 695 SPED 581, 603, 608, 612, 641, 658, 662, 663, 682, 683, 684, 688, 557, 641, 649, 650, 659

III.C.3

EDUC 202, 407 304 EPSY 301 ETEC 305 SPED 361, 363

EDUC 321, 322, 414, 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 618, 646, 649, 650, 661, 691,692 ETEC 610, 611, 620, 630, 635, 644, 645, 650, 660, 665, 695 LSED501 SPED 581, 603, 608, 641, 658, 662, 663, 682, 683, 684, 688, 557, 612, 649, 650, 659

III.C.4

EDUC 202, 407 304 ETEC 305 SPED 361, 363, 365

EDUC 321, 322 415, 485/488 SPED 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 646, 649, 650, 661, 692, 618 EPSY 605 ETEC 610, 611, 620, 635, 644, 645, 660, 665 SPED 581, 603, 608, 641, 658, 662, 663, 682, 683, 684, 688, 557, 612, 649, 650, 659

III.D.1

EDUC 202, 407 304 ETEC 305 SPED 361, 363, 365

EDUC 321, 322 414, 415, 485/488 SPED 441, 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 650, 661, 649, 646 ETEC 610, 611, 620, 635, 644, 645, 660, 665 SPED 581, 608, 641, 663, 682, 683, 684, 688, 557, 612, 649, 650, 658, 659

III.D

III.D.2

EDUC 202, 407 304 ETEC 305 SPED 361, 363, 440

EDUC 321, 322 414, 415, 485/488 SPED 441, 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 646, 649, 593, 650, 661 ETEC 610, 611, 620, 630, 635, 644, 645, 665 SPED 581, 608, 641, 663, 682, 683, 684, 688, 557, 612, 649, 650, 658, 659

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III.D.3

EDUC 202, 304 ETEC 305 SPED 361, 363, 440

EDUC 321, 322 415, 485/488 SPED 441, 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 646, 649, 650, 661 ETEC 610, 611, 620, 630, 635, 644, 645, 665 SPED 581, 608, 641, 663, 682, 683, 684, 688, 557, 612, 649, 650, 658, 659

III.D.4

EDUC 407 ETEC 305 SPED 361, 363, 440 SPED 361, 363

EDUC 321, 322 415, 485/488 SPED 441, 465

EDUC 425, 426, 427,429, 436, 437, 486, 487

EDL 635 EDUC 593, 646, 649, 661 ETEC 610, 611, 620, 635, 644, 645, 665 SPED 581, 608, 641, 663, 682, 683, 684, 688, 557, 612, 649, 650, 658, 659

Standard A.4.a – Curriculum – Reading (Specifically but not exclusively for K-3 teachers) The teacher education program provides candidates and graduates with knowledge and skills in the curriculum process. In the undergraduate teacher preparation program at the Introductory Level, candidates are introduced to a balanced literacy approach in EDUC 304, Teaching Reading in the Elementary School, the foundations course in reading. Candidates observe and conduct candidate-student interactions in local schools where a balanced literacy approach is utilized. At this level, candidates are provided instruction in assessment tools appropriate for use in conjunction with a balanced literacy approach. All candidates are taught to take and analyze running records of oral text reading in EDUC 304. Furthermore, candidates are able to put this knowledge into practice as they complete a service learning project in which they must take a running record with a student in grades 1-8. At the Developing Level, candidates continue to receive instruction in a balanced literacy approach through modeling by the Unit's faculty and demonstration lessons conducted by the Unit's faculty. In a diagnostics and prescriptions class candidates administer assessments that are aligned with a balanced literacy approach. Candidates complete a case study on a selected student and then develop a set of instructional recommendations for that child as part of their case study. As part of their field experiences in reading, candidates plan and implement lessons that incorporate a balanced literacy approach. At the Competency Level, candidates placed in K-3 classrooms are expected to have the knowledge, skills, and dispositions to enable them to incorporate a balanced literacy approach in their reading instruction. Candidates during the student teaching semester plan and deliver

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instruction that demonstrates competency for this Louisiana Supplement Standard through lesson plans, unit plans and evaluations. In graduate degree programs, candidates have the opportunity to engage in job-embedded professional development as candidates are required to apply new learning from university-based coursework to the real world setting of their classrooms. Candidates are provided content and pedagogical knowledge and then are able to demonstrate their skill in delivering instruction effectively. Other attributes that continuing candidates demonstrate are their skill in presenting appropriate content; providing opportunities for student involvement in the learning process; and demonstrating the ability to assess and facilitate student academic growth. Continuing candidates in graduate programs are able to express the belief and disposition which effective teachers are able to positively impact student achievement. In summary, documentation of the candidate’s ability to implement a balanced literacy approach to reading instruction and assessment in K-3 classrooms is evidenced through:

• Candidate-student interactions through service learning projects and reflections from EDUC 304 – Teaching Reading in the Elementary School

• Lesson plans in reading and writing from EDUC 321, Elementary Curriculum and Instruction (Reading and Mathematics)

• Case studies from EDUC 322 – Diagnostic and Prescriptive Reading • Lesson plans in guided reading from the Student Teaching Semester • Literacy projects from EDUC 657, Reading in the Elementary School • Case studies from EDUC 661, Diagnostic and Remedial Reading • Video critiques of teaching sequences from EDUC 675 – The Early Literacy

Initiative Project • Action research plans and final reports from EDUC 675 – The Early Literacy

Initiative Project Current plans at Southeastern provide for restructuring coursework that provides a seamless continuum of teacher preparation for the new state PK-3 certification program. The coursework will include an Early Childhood Education practicum during the Introductory Level in which candidates will have greater opportunities to develop the knowledge, skills, and dispositions that address this Louisiana Supplement Standard. Standard A.4.b – Curriculum – Mathematics (Specifically but not exclusively for K-3 teachers) The teacher education program provides candidates and graduates with knowledge and skills in the curriculum process. Curriculum- Mathematics Initial teacher candidates first experience reform mathematics pedagogy in their mathematics content courses generally taken during the Introductory Level. Open lines of communication between those teaching mathematics content courses in The College of Arts and Sciences and

30

those teaching mathematics methods courses in the College of Education and Human Development result in candidates being exposed to reform mathematics content and pedagogy early in their university studies. At the Developing Level, the Unit faculty consistently models reform mathematics. Recommendations from the National Council of Teachers of Mathematics publication entitled Principles and Standards along with the Louisiana Content Standards and the Components of Effective Teaching all serve as guiding principles in the candidates’ mathematics instruction. In the Developing Level candidates plan and implement lessons that reflect reform mathematics content and pedagogy. Mathematics lessons planned and implemented by the candidates reflect the use of manipulatives, the integration of the pervasive themes outlined in the Louisiana Mathematics Content Standards, performance assessment, and reform pedagogy that result in improved student learning. At the Competency Level, candidates teaching mathematics are expected to use reform mathematics content and pedagogy in both their planning and implementation of lessons. Candidates’ lessons reflect a problem solving approach to the teaching of mathematics that incorporates manipulatives, technology, and real world connections. At the Graduate level, candidates extend their knowledge of reform mathematics content and pedagogy as well as address mathematics research. Documents from national organizations and the learned society, NCTM, are reviewed extensively to provide candidates with the knowledge and skills needed for candidates to make connections to areas outside of mathematics as well as concepts within mathematics. Candidates’ use of reform mathematics content and pedagogy in providing instruction is evidenced by:

• Lesson plans from EDUC 321, Elementary Curriculum and Instruction (in Reading and Mathematics)

• Lesson plans in mathematics from student teachers • Lesson plans from EDUC 650, Mathematics in the Elementary School • Video critiques of teaching sequences from EDUC 675, Project

PRIME • Self-assessment of teaching and reflection from EDUC 650/EDUC

675 Current plans at Southeastern provide for restructuring coursework that provides a seamless continuum of teacher preparation for the new state PK-3 certification program. The coursework will include additional mathematics content and coursework in Early Childhood Education through which candidates will have greater opportunities to develop the knowledge, skills, and dispositions that address this Louisiana Supplement Standard.

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Standard A.5 – Technology The teacher education program provides candidates with skills to plan and deliver instruction that integrates a variety of software, applications, and related technologies appropriate to the learning needs of each student. Teacher candidates at Southeastern Louisiana University are exposed to, demonstrate knowledge of, and infuse technology into their classroom and field experiences. Candidates at the both the initial and continuing levels in teacher preparation programs at SLU are required to take a course that focuses on integrating technology in the classroom. All elementary candidates in the teacher preparation programs at SLU are required to take a course that focuses on integrating technology in the classroom. (ETEC 305 – Computer Applications in the School Setting – SLU Catalogue, p. 315; Syllabus for ETEC 305; ETEC 305 – Computer Portfolio) In addition, faculty and field based support personnel model effective integration of technology in their courses through the use of computer based presentations, utilization of blackboard as a teaching tool, e-pal projects, and a variety of other technological resources to enhance their lessons and meet the needs of students. Several of the faculty have completed or are in the process of completing T.H.E. Quest training, a training that focuses on the integration of technology into different curricular areas. The faculty requires that the candidates use technology with students in methods courses, field-based experiences, and student teaching as candidates are working in field settings. The focus is not only on modeling a variety of technologies to enhance teaching and learning but also on candidates and students using various technologies during instructional experiences. At the Developing Level candidates are required to become familiar with and plan to use technological resources, and incorporate the use of technology in their lessons. The use of technological resources must be documented in the candidates' plans and a clear integration of technology that enhances student learning must be provided. At the Competency Level, candidates continue to use technological resources for planning and incorporate the use of technology into lessons. At the Continuing Level candidates in the graduate programs are required to enroll in a technology course for advanced degrees in Curriculum and Instruction. Candidates take ETEC 620 – Infusion of Technology in Content Areas. Coursework and candidate performance document that candidates have the skills to plan and deliver instruction that integrates a variety of software, applications, and related technologies appropriate to the learning needs of all students. One example of this level of performance is demonstrated by Jay Jameson, an SLU graduate at the Continuing Level, who is currently teaching kindergarten students in Livingston Parish. The following description is from an email communication received January 19, 2002. This collaborative project produced on-line readers for this graduate’s kindergarten students which reflects the desired knowledge, skills and dispositions that SLU graduates possess in using technology as a pedagogical tool that also embraces content knowledge of literacy.

http://www.selu.edu/orgs/NCATE/Unit_Standards/standard1/new/89A_SLU_catalogue_p315.jpghttp://www.selu.edu/orgs/NCATE/Unit_Standards/standard1/new/89A_SLU_catalogue_p315.jpghttp://www.selu.edu/Academics/Education/eltf/etec.htmlhttp://www.selu.edu/orgs/NCATE/Unit_Standards/standard1/new/89C_ETEC_305_Computer_portfolio.jpghttp://www.selu.edu/orgs/NCATE/Unit_Standards/standard1/new/89C_ETEC_305_Computer_portfolio.jpg

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“The technology teacher at the high school came to me for help in coming up with a project that her high school class could do to submit for a proposal for a conference. She wanted her students to work with my students somehow for the project to be like peer tutoring. I came up with the idea for her students to make on-line readers for my students to go along with our new reading series (Houghton Mifflin). Her students came to me for a cram lesson of what emergent readers should be like and I used the information that I got from your early literacy class. The kindergarten teachers at our school each wrote a book using the various themes from the series and the sight words from each theme and her class did the power point books. The high school students did a wonderful job on choosing graphics that would support the text. The readers are now linked to our school web site at: http://home.lpsb.org/LivOakLEJust scroll down and click on the button that says "on-line" readers. They are going to be doing some editing over the next couple of weeks and will make some improvements. They are going to add sound, and add a back button to the end of each reader. As they are now you have to click the back arrow at the bottom of the book pages to go back to the beginning. I thought you might be able to use them to show how technology can enhance reading in the early years.”

Integration of technology into the degree programs at SLU is only one of the attributes addressed in considering if the teacher delivers instruction effectively. All teacher candidates at Southeastern Louisiana University are exposed to, demonstrate knowledge of technology by planning and using it as a tool for learning in their classrooms and field experiences, and engage students to use technology in meaningful ways. Specific examples of the infusion of technology into classroom and field experiences include the following:

EDUC 304 (Elliott)– Teaching Reading in the Elementary School: The instructor models the use of technology through the use of PowerPoint and uses technology as a tool to communicate with the students via email and through the Blackboard infrastructure. Student