sci4415syll

Department of Biological and Physical Sciences
Science Education SCED 4415
Teaching Science 7-12
Course Policies and Tentative Syllabus
Fall Semester, 2004

Class Message Box:

Any changes in this course (Course Policies or Schedule [due dates]) will be announced in advance in class and posted in this message box. Look for the on this web site.

This site was last updated on 9-7-04 by John Wilson

Instructor: Dr. John Wilson
Office: Science 317
Office Hours: Monday & Wednesday 1-3:00 p.m. & by appointment
Phone: 770-423-6176
E-mail: jwils117@kennesaw.edu
Web page: http://science.kennesaw.edu/~jwils117/index.htm

Use the class WebCt site for asking questions and for communication about the class.

The SciTeach web forum is a place where science teachers can share ideas, reflections and conversations on teaching and implementation of technology in the classroom, while also providing support for each other as members of an electronic professional community. An area of the SciTeach forum has been designated for use exclusively for preservice science teachers. Student teachers are encouraged to use this area to speak freely about their experiences.

Schedule (dates & topics)

Time: Monday-Thursday 9:15-12:15 and other arranged times

Class Meeting: Science 224 and other arranged locations (Field site: North Cobb High School)

Required Text and other readings
Texts:
Chiappetta & Koballa, (2001). Science Instruction in the Middle and Secondary Schools, (5th ed.), Merrill: NY.

Koballa & Tippins,(2004). Cases in Middle and Secondary Science Education: The Promises and Dilemmas, (2nd. ed.) Merrill: NY.

Other:
Equity - Blueprints Online, Project 2061, American Association for the Advancement of Science
Washington, DC 1997http://www.project2061.org/tools/bluepol/blpframe.htm

Suggested Texts and Journals: (available on reserve)
Texts:
Banks, James. A. Cultural Diversity and Education: Foundations curriculum and teaching, Needham Htgs., M:
Allyn & Bacon, 2001.
Barba, Robertta. H. Science in the Multicultural Classroom, (2nd ed.), Needham Htgs., M: Allyn & Bacon, 1998.
Clewell, Beatriz. C., Anderson, Bernice. A. & Thorpe, Margaret. E. (1992). Breaking The Barriers - Helping
Female and Minority Students Succeed in Mathematics and Science. San Francisco, CA., Jossey-Bass, Inc.

Journals:
Carey, Shelley, C. (1993). Science for All Cultures. A collection of articles from NSTA's Journals. (National
Science Teacher's Association).
(March, 1994). Special Issue - Science for All. Science Scope. (National Science Teacher's Association).
(Fall 1993 & Spring 1994). Science Education and Equity. Equity Coalition for Race, Gender and National Origin.
University of Michigan School of Education.

Other Resources:
Galileo Library
Georgia Science Teacher's Association (GSTA)
Google Web Directory - Science
Readings from various sources such as National Science Teachers Association (NSTA)
NSTA Position Statement -The Teaching of Evolution
NARST Research Matters - to the Science Teacher
School Science and Mathematics Association

Teacher Resource and Activities Center (TRAC)

Science Links - Internet sites that would be useful for teachers (science content background, labs, demos and more...)

The Franklin Institute's Educational Hotlists are organized lists of resources on the Internet that science educators, as well as science enthusiasts, may find useful. We've screened these resources for their educational appropriateness, helping take some of the guess work out of the web for you. Basically, to make the list, a resource needs to stimulate creative thinking and learning about science. Using the Hotlists should save you time and provide quality online resources for your classroom needs.

National, State & Local Science Standards: (standards used in this program...)
AAAS Project 2061 Tools
Science for All Americans On-Line
Benchmarks On-Line
Blueprints for Reform On-Line

National Science Education Standards
Inquiry and the National Science Education Standards A Guide for Teaching and Learning
Science Education Publications on the Internet

National Educational Technology Standards

Cobb County School District K - 12 Curriculum Standards

Science Catalog Companies:

Arbor Scientific

Flinn Scientific, Inc.

Forestry Suppliers, Inc.

Tops Ideas

WARD'S Natural Science Establishment

The Third International Mathematics and Science Study (TIMSS) examines the mathematics and science achievement of students in 41 countries at three different grade levels (fourth, eighth, and the end of secondary school). Conducted during the 1995 school year, TIMSS includes several components the U.S. can use to examine its education system through the prism of other countries and better understand the context in which mathematics and science learning takes place.

New Teacher Resources:
Advice for the New Teacher
The New Teacher Page

Teacher Certification & Career Opportunities:

Praxis II: Subject Assessments/Specialty Area Tests Required In Georgia
Georgia Professional Standards Commission (Educator Certification Section)
teachgeorgia.org - the official teacher recruitment web site for Georgia's public schools.
http://www.school-jobs.net/jobs/ - It's a bulletin board designed to match teachers, administrators, support staff, etc. with schools. You can search for jobs by salary, location, and/or area of expertise. When you find a position you like, you can contact the school directly to apply. You can submit your resume, which will be available for schools to inspect. If a school wants to talk to you, they can contact you directly. Schools can list job openings and search for potential candidates in the active resumes.
Georgia Teachers' Online Staff Development Center

Catalog Course Description:

SCED 4415. Teaching Science (7-12) 7-6-9. Prerequisite EDUC 3308 and permission of the science education program coordinator. An examination of curriculum issues, learning theories, teaching strategies, instructional materials and assessment procedures for teaching secondary school science. Includes a secondary school field experience in science teaching and seminars. Proof of liability insurance is required prior to receiving a school placement.

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Purpose/Rationale:

This course is designed to aid students in developing a comprehensive understanding of the academic and clinical pedagogical knowledge used in selecting, developing, presenting, and evaluating the most current concepts in science. The course will incorporate a diverse range of instructional strategies and teaching techniques designed to accommodate varying ethnic, socioeconomic and academic backgrounds. On-Campus instruction and a supervised field experience in a secondary school will serve as a means of developing these skills and knowledge.

Group discussions will be used to pool various student ideas in the investigation of various instructional methods. The entire class will discuss the merits of each group's work and make recommendations for implementation. This format is used because it personifies the individual responsibilities of a teacher as well as demonstrates the advantage of working with colleagues in developing optimum strategies.

As a result of this class, each student should be able to select and prepare science materials for students of various academic levels (secondary level 7-12) and science related subject areas. Finally, the students should be able to evaluate the effectiveness of their efforts in shaping the performance of the student.

Conceptual Framework (CF):

Collaborative Development of Expertise in Teaching and Learning

The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.

Knowledge Base:

Know Subject Matter Deeply

Wilson, Schulman & Richert (1987) identified three critical components of a teacher’s professional knowledge base: subject matter content knowledge, pedagogical content knowledge, and curricular knowledge. Thus, teacher candidates must be knowledgeable of their content areas (The National Boards, 1999) and the state-approved standards and curriculum, as well as possess a broad repertoire of instructional and assessment practices (McGregor & Vogelsberg, 1998), technology applications (Churma, 1999) and know how to collaborate with other professionals (Kohler, et. al., 1997).

Sternberg (1998) supports our belief that expertise is a process of continued development, not an end state. In developing expertise, teachers exhibit characteristics that set them apart from novice teachers. They differentiate themselves in the areas of knowledge, efficiency, and insight (Sternberg, 1996). Expert teachers use knowledge more effectively in professional problem-solving, organize their knowledge differently, and have more tacit situational knowledge. Finally, teachers with higher levels of expertise search for non-obvious solutions to teaching/learning situations through creative problem-solving.

Accomplished, expert teachers command the specialized knowledge of their discipline and know how to present that information to a diverse group of students (Buckman, 1984; The National Board, 1999). Accomplished, expert teachers are equally aware of the background knowledge students bring to the subject area as well as necessary instructional strategies to help students capitalize upon their background knowledge. Also, accomplished, expert teachers predict where instruction can be hindered or enhanced and have the ability to modify practices accordingly.

Use of Technology:

Technology Standards for Educators are required by the Professional Standards Commission. Telecommunication and information technologies will be integrated throughout the master teacher preparation program, and all candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with opportunities to explore and use instructional media, especially microcomputers, to assist teaching. They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional materials, create WWW resources, and develop an electronic learning portfolio. Use National Educational Technology Standards for Students—Connecting Curriculum and Technology as a resource for teachers.

Diversity:

A variety of materials and instructional strategies will be used to meet the needs of different learning styles of diverse learners in the class. Students will also be provided with opportunities through direct instruction and field experiences to gain the knowledge, skills and understanding to provide effective instruction in multicultural classrooms.

Kennesaw State University provides program accessibility and reasonable accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to help disabled students with their academic work. In order to make arrangements for special services students must visit the Office of DisAbled Student Support Services (770-423-6443) and arrange an individual assistance plan. In some cases certification of disability is required. KSU Disabled Students Organization (The Organization of and for students with disabilities) News and Information

Field Experiences:

While participating in all field experiences, you are encouraged to be involved in a variety of school-based activities directed at the improvement of teaching and learning. Activities may include, but are not limited to, tutoring students, assisting teachers or other school personnel, attending school board meetings, and participating in education-related community events. As you continue your field experiences, you are encouraged to explore every opportunity to learn by doing.

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Course Goals:

The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a developmental and collaborative process. Research for the past 25 years has described this process in increasingly complex terms. Universities and schools must work together to successfully prepare teachers who are capable of developing successful learners in today's schools and who choose to continue their professional development. This course supports those broad program goals.

Course Objectives:

The objectives, curriculum, and instruction for SCED 4415 - Teaching of Science (7-12) were designed to integrate KSU's Conceptual Framework (CF) & Candidate Performance Instrument (CPI) - For Pre-Student Teaching, and meet the following standards & guidelines:

1. NCATE Program Standards - Prepared by The National Science Teachers Association (NSTA)
2. Georgia Professional Standards Commission - 505-3-.35 SCIENCE EDUCATION PROGRAM
3. State of Georgia - QCC's
4. National Science Education Standards & Science Education Program Standards
5. AAAS Project 2061 Blueprints for Reform On-Line & Teacher Education

Correlation of NSTA’s NCATE Standards Dimensions to KSU’s PTEU Candidate Performance Instrument (CPI)

Standard 1: Content
1.a. Know and understand concepts of the discipline CPI: 1.1, 1.2, 1.3
1.b. Know and understand unifying principles of science CPI: 1.1, 1.3
1.c. Design, conduct, report science investigation CPI: 1.1
1.d. Apply mathematics to problem solving & investigation CPI: 1.1, 1.2

Standard 2: Nature of Science
2.a. Know and understand nature of science & sci explanation CPI: 1.1
2.b. Engage students in studies of nature of science & explanations CPI: 1.3, 2.3, 2.4

Standard 3: Inquiry
3.a. Know and understand scientific inquiry CPI: 1.1
3.b. Engage students in scientific inquiry CPI: 2.1, 2.3, 2.4

Standard 4: Context of Science
4.a. Know and understand relationship of science to human values CPI: 2.1, 2.2
4.b. Engage students in study of rel. of science to human values CPI: 2.2, 2.3, 2.4
4.c. Relate science to the personal lives, needs, interests of students CPI: 2.1, 2.3, 2.4

Standard 5: Skills of Teaching
5.a. Use diverse effective actions and strategies to teach science CPI: 2.2, 2.4, 2.5, 3.1
5.b. Promote learning & demonstrate student achievement CPI: 2.1, 2.3, 2.4, 2.5
5.c. Organize and manage science activities in student groups CPI: 2.3, 2.4, 2.5
5.d. Use advanced technology to teach students science CPI: 1.2, 2.4
5.e. Use prior knowledge and student interest to promote learning CPI: 2.1, 2.3

Standard 6: Curriculum
6.a. Develop coherent goals, plans & utilize resources CPI: 2.3, 2.4
6.b. Relate plans and resources to state and national professional standards. CPI: 3.1
6.c. Develop science curricullum addressing needs & interests of all students. CPI: 1.3, 2.1, 2.3, 3.1

Standard 7: Social Context
7.a. Know and understand community effects on teaching science CPI: 2.2, 3.2
7.b. Use community human/institutional resources to advance learning CPI: 3.1, 3.2

Standard 8: Assessment
8.a. Align science goals, instruction, and outcomes. CPI: 2.5, 3.1
8.b. Know and use a variety of science assessment strategies CPI: 2.1, 2.3, 2.4, 2.5
8.c. Use assessment appropriately to guide science instruction CPI: 2.3, 2.4, 2.5, 3.1

Standard 9: Environment for Learning
9.a. Create and maintain supportive learning environment CPI: 1.3, 2.2, 2.3
9.b. Manage activities & materials of science safely CPI: 2.3, 3.1
9.c. Keep and use live organisms in safe, ethical manner CPI: 3.3

Standard 10: Professional Practice
10.a Participate in professional organizations & activities beyond the classroom CPI: 3.1, 3.2
10.b Behave ethically and in best interests of students and community CPI: 3.3
10.c. Engage in reflective practices and make continuous efforts to improve CPI: 3.1, 3.2
10.d. Work willingly with peers, supervisors, and others in a professional manner CPI: 3.2, 3.3

All of the learning activities (readings, class discussions, lectures, projects, homework, field experiences) are designed to help you achieve interrelated objectives and goals drawn from the Kennesaw Secondary Education Program Committee's objectives modeled from NCTE's Standards for the Preparations of Teachers of Science (Prepared by The National Science Teachers Association (NSTA). These objectives and goals also reflect the function of the course as a bridge between discipline-centered and professional education courses that introduce concepts and practices early in the program and the student teaching experience at its close.

Note: After each standard is the course requirements and connection to the Candidate Performance Instrument (CPI) in parathenses [refer to the above table for quick reference] "( )" that each student is responsible for to show evidence that they are responsible for...

Standard 1 Content
The program prepares candidates to structure and interpret the concepts, ideas and relationships in science that are needed to advance student learning in the area of licensure as defined by state and national standards developed by the science education community. Content refers to concepts and principles understood through science; concepts and relationships unifying science domains; processes of investigation in a science discipline; and applications of mathematics in science research.

· 1.a. Know and understand the major concepts and principles of the teaching discipline(s) as defined by state and national standards of the science education community. (Praxis II exam, gpa at least 2.75 & content courses)

· 1.b.Know and understand major concepts and principles unifying science disciplines. (11 & content courses)
. 1.c. Design, conduct and report investigations within a science discipline. (11, content courses)
. 1.d.Apply mathematics in problem-solving and scientific investigation. (Math 1107 & content courses)

Standard 2 Nature of Science
The program prepares teachers to engage students in activities to define the values, beliefs and assumptions inherent to the creation of scientific knowledge within the scientific community, and contrast science to other ways of knowing. Nature of science refers to characteristics distinguishing science from other ways of knowing; characteristics distinguishing basic science, applied science, and technology; processes and conventions of science as a professional activity; and standards defining acceptable evidence and scientific explanation.
. 2.a. Know and understand the philosophical nature of science and the conventions of scientific explanation. (2, 5, 11 & CPI: 1.1)
. 2.b. Engage K-12 students effectively in studies of the nature of science and conventions of scientific explanation. (5, 15,17 & CPI: 1.3, 2.3, 2.4)

Standard 3 Inquiry
The program prepares candidates to engage students regularly and effectively in science inquiry and facilitate understanding of the role inquiry plays in the development of scientific knowledge. Inquiry refers to questioning and formulating solvable problems; reflecting on, and constructing, knowledge from data; collaborating and exchanging information while seeking solutions; and developing concepts and relationships from empirical experience.
. 3.a. Know and understand scientific inquiry and its relationship to the development of scientific knowledge. (2, 7 & CPI: 1.1)
. 3.b. Engage K-12 students effectively in scientific inquiry appropriate for their grade level and abilities. (15, 16, 17, 11& CPI: 2.1, 2.3, 2.4)

Standard 4 Context of Science
The program prepares candidates to relate science to the daily lives and interests of students and to a larger framework of human endeavor and understanding. The context of science refers to relationships among systems of human endeavor including science and technology; relationships among scientific, technological, personal, social and cultural values; and the relevance and importance of science to the personal lives of students.
.4.a. Know and understand the relationship of science to other human values and endeavors. (11, 16, 19 & CPI: 2.1, 2.2)
.4.b Engage K-12 students effectively in the study of the relationship of science to other human values and endeavors. (9, 11, 15, 17 & CPI: 2.2, 2.3, 2.4)
.4.c. Relate science to the personal lives, needs and interests of K-12 students. (11, 17 & CPI: 2.1, 2.3, 2.4)

Standard 5 Skills of Teaching
The program prepares candidates to create a community of diverse student learners who can construct meaning from science experiences and possess a disposition for further inquiry and learning. Skills of Teaching refers to science teaching actions, strategies and methodologies; interactions with students that promote learning and achievement; effective organization of classroom experiences; use of advanced technology to extend and enhance learning; and the use of prior conceptions and student interests to promote new learning.
. 5.a. Use diverse and effective actions, strategies and methodologies to teach science. (15, 9, 11, 17 & CPI: 2.2, 2.4, 2.5, 3.1)
. 5.b. Interact effectively with K-12 students to promote learning and demonstrate student achievement. (16, 11, 17 & CPI: 2.1, 2.3, 2.4, 2.5)
. 5.c. Organize and manage science activities effectively in different student groupings. (15, 9, 11, 17 & CPI: 2.2, 2.4, 2.5, 3.1)
. 5.d. Use advanced technology to teach K-12 students science. (15, 9, 11, 17 & CPI: 2.2, 2.4, 2.5, 3.1)
. 5.e. Use prior conceptions and K-12 student interests to promote learning. (15, 9 & CPI: 2.1, 2.3)

Standard 6 Curriculum
The program prepares candidates to develop and apply a coherent, focused science curriculum that is consistent with state and national standards for science education and appropriate for addressing the needs, abilities and interests of students. Science curriculum refers to an extended framework of goals, plans, materials, and resources for instruction and the instructional context, both in and out of school, within which pedagogy is embedded.
. 6.a. Develop coherent, meaningful goals, plans, and materials and find resources. (5, 6, 7, 9, 11, 15, 16 & CPI: 2.3, 2.4)
. 6.b. Relate plans and resources to professionally-developed state and national standards, including the National
Science Education Standards. (5, 6, 7, 9, 15 & CPI: 3.1)
. 6.c. Plan and develop science curriculum addressing the needs, interests and abilities of all 7-12 students. (5, 6, 7, 9, 11, 15, 16 & CPI: 1.3, 2.1, 2.3, 3.1)

Standard 7 Social Context
The program prepares candidates to relate science to the community and to use human and institutional resources in the community to advance the education of their students in science. The social context of science teaching refers to the social and community support network within which science teaching and learning occur; relationship of science teaching and learning to the needs and values of the community; and involvement of people and institutions from the community in the teaching of science.
. 7.a. Know and understand the values and needs of the community and their effect on the teaching and learning of science. (2, 6, 11, 17 & CPI: 2.2, 3.2)
. 7.b. Use community human and institutional resources to advance the learning of science in the classroom and field. (11, 17 & CPI: 3.1, 3.2)

Standard 8 Assessment
The program prepares candidates to use a variety of contemporary assessment strategies to evaluate the intellectual, social, and personal development of the learner in all aspects of science. Assessment refers to the alignment of goals, instruction and outcomes; measurement and evaluation of student learning in a variety of dimensions and the use of outcome data to guide and change instruction.
. 8.a. Align science goals, instruction and outcomes. (9, 15, 11, 17 & CPI: 2.5, 3.1)
. 8.b. Know and use a variety of contemporary science assessment strategies to determine pre K-12 student needs and levels of learning and development. (9, 15, 11, 16, 17 & CPI: 2.1, 2.3, 2.4, 2.5)
. 8.c. Use assessment appropriately to determine, guide and change science instruction. (9, 15, 11, 16, 17 & CPI: 2.3, 2.4, 2.5, 3.1)

Standard 9 Environment for Learning
The program prepares candidates to design and manage safe and supportive learning environments reflecting high expectations for the success of all students. Learning environments refers to the physical spaces within which learning of science occurs; psychological and social environment of the student engaged in learning science; treatment and ethical use of living organisms; and safety in all areas related to science instruction.
. 9.a. Create and maintain a psychologically and socially safe and supportive learning environment. (11, 17 & CPI: 1.3, 2.2, 2.3)
. 9.b. Manage the activities and materials of science safely in storage areas, labs and field. (8, 11, 15, 17 &CPI: 2.3, 3.1)
. 9.c. Keep and use living organisms as in the classroom in a safe, ethical and appropriate manner. (8 - guidelines by the NABT, 11, 17 & CPI: 3.3)

Standard 10 Professional Practice
The program prepares candidates to participate in the professional community, improving practice through their personal actions, education and development. Professional practice refers to knowledge of, and participation in, the activities of the professional community; ethical behavior consistent with the best interests of students and the community; reflection on professional practices and continuous efforts to ensure the highest quality of science instruction; and willingness to work with students and new colleagues as they enter the profession.
. 10.a. Know and participate in professional organizations and activities of the science education community beyond the classroom. (2, 10, NSTA & GSTA) & CPI: 3.1, 3.2)
. 10.b. Behave ethically and in best interests of pre K-12 students and the community. (11& CPI: 3.3)

· 10.c. Engage in reflective practices and make continuous efforts to improve in practice. (2, 11, 16, 17 & CPI: 3.1, 3.2)

· 10.d. Work willingly with peers, supervisors and others in a professional manner. (11 & CPI: 3.2, 3.3)

Course Requirements:

Each student in the course is expected to meet the following requirements:

On-campus classroom requirements:
1. Come to class prepared, on time, and ready to participate.
2. Critique in your "Reflective Analyses Journal", present, and discuss articles on research, trends, and issues of science teaching.
3. Ethnocultural Heritage Paper (Self-Disclosure): Write a 3 page self-disclosure paper (typed double spaced 10 - 12 pt. font) describing your ethnocultural heritage. Discuss when your family migrated to the United States and to Georgia. Discuss your parents’ background, their education, employment, religion, holidays celebrated, and values. Discuss how their attitudes, worldview, and values influenced your life. This paper should disccuss your cultural paradigm (worldview) and how your view influences your attitude toward diversity. Discuss if and when you have ever experienced a shift in your paradigmatic view. Your paper should conclude with a summary of your personal goals for teaching multicultural students.
4. Gender Educational Experience Paper: Student will write a 3-5 page paper examining the effect his/her gender had on his/her learning experiences in Science classrooms and then compare these experiences to the way he/she teaches or plans to teach. Issues to consider might include, teacher encouragement of males versus females, class participation by gender, textbook/literature treatment of different genders and the number of men versus women authors studied.
5. Develop a science lesson plan on the Nature of Science (NOS) (pdf) of instruction & Micro teach it to your   classmates (evaluation sheet).
6. Develop a daily lesson plan of instruction that focuses on the needs of a diverse student population.
7. Develop a science process oriented (inquiry) laboratory & Micro teach it to your classmates (evaluation sheet).
8. Lab Safety:
        a. Develop a science lesson plan integrating lab safety
        b. Develop Lab Safety Awareness quiz
9. Develop a science "unit" plan of instruction. (see (pdf)...)
10. Develop a teaching portfolio. (Use Undergraduate Portfolio Narrative Rubric)

TOSS field experience requirements:

11. Participate in the TOSS field experience.
12. Be on time and prepared each day.
13. Conduct yourself in a professional manner.
14. Develop, implement and assess daily lesson plans (pdf). These must be available to the collaborating teacher
and college supervisor when specified. The lesson plans (pdf) must follow format and requirements of unit.
15. Keep a "Reflective Analysis Journal".
16. Collect data & evidenece of student performance. ( Use Undergraduate Impact on Student Learning Analysis Rubric)
17. "Candidate Performance - Pre-Student Teaching" Instrument" (pdf) [one done by you "Candidate", your Collaborating Teacher, & University Supervisor...)
18. Participate in discussions on KSU's WebCt site or the Science Teaching Forum .

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Academic Integrity:

Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which includes either an “informal” resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conducts minimum one semester suspension requirement.

Disruption of Campus Life:

It is the purpose of the institution to provide a campus environment, which encourages academic accomplishment, personal growth, and a spirit of understanding and cooperation. An important part of maintaining such an environment is the commitment to protect the health and safety of every member of the campus community. Belligerent, abusive, profane, threatening and/or inappropriate behavior on the part of students is a violation of the Kennesaw State University Student Conduct Regulations. Students who are found guilty of such misconduct may be subject to immediate dismissal from the institution. In addition, these violations of state law may also be subject to criminal action beyond the University disciplinary process.

Attendance Policy:

Students will be expected to attend all class meetings and participate in-group activities. The students in-class attendance will reflect in the class assignments and participation section of the course activities. Professional conduct requires that the student show respect for others. This includes coming to class on time, staying for the entire class period, and cooperating with colleagues in and outside of class. In the event of an absence the students is responsible for all materials, assignments and announcements presented in class.
During 5 weeks of the course, students will be in the field working with cooperating teachers in Middle & High School. Students are expected to be on time and prepared for every day of the field experience. Any absences must be made up at the end of the experience.

Policies on late work, student record keeping, and class participation: Written work is due at the beginning of class on the day assigned. If you cannot attend class, arrange to deliver assignments on the due date. Late papers, reports, etc. will have 5 points deducted for each class period late. Keep your own copy of all major assignments that you hand in. Bring your copy of each reading to class on the day discussion is set for that text. Papers submitted must be typed.

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Professionalism:

A Professionalism component is included in the evaluation of TOSS. It is expected that future teachers will conduct themselves with the professionalism that is required of practicing teachers. Such professionalism includes effective and respectful collaboration and communication with colleagues, prompt attendance of all meetings and classes, moral behavior and actions, appropriate communication and sharing of materials and plans with the cooperating teacher and university supervisor, appropriate professional dress (even on “casual days”), etc. Please note that “meeting expectations” for teachers is usually what others consider to be “exceeding expectations.” TOSS students are entering a profession of extremely high standards that they are expected to live up to daily. If, at any time, a student's actions or attitudes are judged to be less than professional by a TOSS professor, cooperating teacher, or school principal, appropriate remedial action will be taken. Such action may include the development of a plan for the student to complete by the end of the semester or the removal of the student from the TOSS experience.

You will be evaluated on the following that is taken from KSU’s PTEU Candidate Performance Instrument (CPI)

OUTCOME 3: COLLABORATIVE PROFESSIONALS
Proficiency 3.1: Candidate reflects upon and improves professional performance based on professional standards, feedback, best practices and effective communication.

Proficiency 3.2: Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, parents and community members.

Proficiency 3.3: Candidate displays professional and ethical behavior consistent with recognized educational standards and codes of ethics.

Level 1 – L1
The candidate’s performance offers little or no evidence of achieving the proficiency. Although there may be occasional points that vaguely suggest the candidate has achieved the expected proficiency, viewed as a whole the candidate’s performance provides little or no evidence of meeting the proficiency. If evidence is presented, the evidence suggests that the actions of the candidate have been carried out solely to fulfill course requirements. Candidate is unable to assess impact on student learning or adjust practice accordingly. Negative opinions and behaviors about students, parents, or other professionals are evident.

Level 2 – L2
The candidate’s performance provides limited evidence that the proficiency has been met. Performance may occasionally hint at a higher level of practice but viewed as a whole the candidate’s performance is either inconsistent, partial, inadequate or incomplete. Candidate shows difficulty identifying the impact of instruction on student learning and has difficulty adjusting practice. Evidence shows that while the candidate may have met course requirements, the candidate fails to meet performance expectations.

Level 3 – L3
The candidate’s performance provides evidence that the proficiency has been met. Performance is coherent, complete, consistent and accurate. Candidate demonstrates the ability to assess the impact of instruction on student learning and adjust practice accordingly. Evidence shows that candidate learning extends beyond course requirements and expectations. These extensions reflect the application of best practices from research. Positive opinions and behaviors about students, parents, or other professionals are evident.

Level 4 – L4
The candidate’s performance provides consistent, and convincing evidence that the proficiency has been met. The performance of this individual is exceptional, with multiple examples of extensions beyond course requirements and expectations. These extensions reflect the daily application of research-based, best practices. Candidate consistently and accurately assesses the impact of instruction on student learning and demonstrates multiple examples of adjusting practice accordingly. Candidate interacts positively with students, parents, or other professionals; and is positive about the ability to teach all students.

A student must have a rating of L3 or Higher on professionalism to receive a passing grade in TOSS.

On-campus classroom assignments:

	Points
Readings, presentations, group activities and participation Reflective Analyses Journal Ethnocultural Heritage Paper (Self-Disclosure)	100
Science lesson plan integrating lab safety & Lab Safety Awareness quiz Science lesson plan (NOS) (pdf) of instruction.	10 10
Science process oriented (inquiry) laboratory	10
Science "unit" plan of instruction (pdf)	50

Teaching portfolio & Undergraduate Portfolio Narrative Rubric	100

Total

280

TOSS High School Science field experience assignments:

	Points
Teaching observations	40
Lesson Plans (pdf)	75
Collect data & evidenece of student performance. ( Use Undergraduate Impact on Student Learning Analysis Rubric)	50
CPI Instrument	10
Gender Educational Experience Paper	10
How to Ask the Right Questions Analysis	10
Reflective Analyses Journal	30