Name of Department or College School of Professional and Innovative Studies Mailing Address 391 W. Washington St. Dean or Director’s Name Dale Sheptak Dean or Director’s Email dsheptak@lec.edu Person Submitting Program Carol P. Ramsay, Ed.D. Title Accreditation and Assessment Coordinator Phone 440-375-7364 Email ramsay@lec.edu What semester/year do you want your proposed program to begin? Program in progress Your Proposed Program Name and License Code Name: Early Childhood Education Code: 71 If applicable, within what degree program does this licensure sit? Education Program Level X Baccalaureate X Post-Baccalaureate [courses are at bachelor level} Program Website, if already created N/A Section 2: CANDIDATE QUALITY AND SUCCESS Criteria for Program Admittance (provide info for criteria you will use) Have you set a score for acceptance into the program? Y/N? If so, what score? ACT Yes Composite-22; Math-20; Reading-21; Writing-21 SAT Yes Combined Reading and Math 1030 MAT NA GRE NA Admittance GPA (when?) Yes Admission to the Education Program requires a GPA of 2.7 and completion of all requirements for Gate A
Component Emerging/ 0-7 Acceptable 8-9 Target 9-10 Score Co-Teaching Candidate does not turn in a reflection regarding the lesson planning/ co-teaching experience. Candidate turns in a 1 pg. reflection regarding the lesson experience but the reflection doesn’t address how the process could be improved. Candidate turns in a 1 page reflection regarding the lesson planning/co-teaching experience. Develop Background Knowledge Candidate omits an anticipatory set that taps into student’s background knowledge. Does not motivate students to learn the strategy. Candidate may have an anticipatory set but it does not connect the strategy to learning in order to develop motivation for learning this strategy. Candidate has an anticipatory set that helps students develop the background knowledge for the strategy. Discuss It Candidate leaves out multiple required steps of the “Discuss It” stage: Strategy steps, benefits, significance, and commitment Candidate may engage the class in a whole group discussion of the strategy but may leave out or ineffectively address one or more of the following: Strategy steps, benefits, significance, and commitment. Candidate engages the class in a whole group discussion of what the strategy steps are and what the benefits and significance is. Teacher asks the students to commit to using the strategy. Model It Candidate does not model how to use the strategy or fails to model strategies and reinforcement statements. Candidate does an acceptable job of modeling the strategy. Candidate models how to use the strategy and includes appropriate and statements. Memorize It Candidate does not include a lesson step which would help the student memorize this strategy. Candidate either does not provide a mnemonic to help the students memorize the strategy or does not assist them in Candidate introduces a mnemonic to help the student memorize the strategy and assists them in rehearsing it.
rehearsing it. Support It Candidate does not engage the students in an activity where they can practice using the strategy. Candidate has the students use the strategy with a relevant task and provides guidance as needed but does not provide examples of other situations where the strategy could be used. Candidate has students use the strategy and while performing the task, provides guidance as needed and discusses other applicable uses. Maintain Independent Practice *You will not teach this step in this class for the sake of time, but must note it in your lesson plan Candidate does not provide a plan in their lesson for how they would help students maintain independent performance. Candidate may mention a plan in their lesson for how they would maintain independent performance but either not how they would help them generalize or evaluate it Candidate provides a plan for how they would help students maintain independent performance including how they would generalize the strategy and evaluation measures. Handout No handout is provided/or the handout leaves out multiple required elements. A handout is provided but may not include all of the following: Title of the strategy, strategy steps, reference. A handout is provided to each class member that states the strategy, each of the steps and a reference. Preparation Candidate did not provide the lesson to the instructor prior to teaching it and does not appear to be prepared to teach the strategy. Candidate may have the lesson plan completed but does not appear to be fully prepared to teach the lesson. Candidate has obviously prepared to teach the lesson including having turned in the lesson plan ahead of time (at least 24 hours). Presentation Lesson presentation has multiple areas that could be improved: Enthusiasm, tone and voice quality, eye contact and movement about the room. Lesson is presented with acceptable enthusiasm, tone and voice quality may have room for improvement. Candidate could work on eye contact and proper movement about Lesson is presented with enthusiasm, proper tone and voice projection. Candidate uses good eye contact and moves around the room. instructions
the room. Total out of 100 Points EDC 330: Introduction to Exceptionalities Final Presentation Rubric Name: ______________________________ Criteria Unacceptable 7 or below Acceptable 7.5-8.5 Target 9-10 Foundations Candidate has minimally or has not addressed the foundations of the particular disability category. Candidate has adequately presented the foundations of the particular disability category. Candidate has thoroughly presented the foundations of this particular disability category. History Candidate has minimally or has not addressed the history of the particular disability category. Candidate has adequately presented the history of the particular disability category. Candidate has thoroughly presented the history of this particular disability category. Definitions Candidate has minimally or has not addressed the definition of the particular disability category. Candidate has adequately presented the definition of the particular disability category. Candidate has thoroughly presented the definition of this particular disability category. Prevalence Candidate has minimally or has not addressed the prevalence of this particular disability category. Candidate has adequately presented the prevalence of this particular disability category. Candidate has thoroughly presented the prevalence of this particular disability category. Causes Candidate has minimally or has not addressed the causes of the particular disability category. Candidate has adequately presented the causes of this particular disability category. Candidate has thoroughly presented the causes of this particular disability category. Characteristics Candidate has minimally or has not addressed the characteristics of this particular disability category. Candidate has adequately presented the characteristics of this particular disability category. Candidate has thoroughly presented the characteristics of this particular disability category. Identification Candidate has minimally or has not addressed the method Candidate has adequately presented the methods of Candidate has thoroughly presented identification methods
of identification for this particular disability category. identification for this particular disability category. for this particular disability category. Methods of Instruction Candidate has minimally or has not addressed methods of instruction for this particular disability category. Candidate has adequately presented methods of instruction for this particular disability category. Candidate has thoroughly presented methods of effective instruction for working with this particular disability category. Other Strategies Candidate has minimally or has not addressed other strategies for working with this particular disability category. Candidate has adequately presented other strategies for working with this particular disability category. Candidate has thoroughly presented strategies for working with this particular disability category. Presentation/Grammar Candidate has not sufficiently presented their topic and/or it contains multiple grammatical errors. Candidate has adequately presented their topic but with several grammatical errors. Candidate has effectively presented their topic without any, or with only a couple of grammatical errors. References Candidate either only includes one source as a reference for this presentation and/or the references are not appropriate. Candidate only provides two references or they are not appropriate. Candidate provides a list of references for their topic. In addition to the textbook this list must include two other print or media resources Total out of 100 Points Additional Comments: 1. Please read the following statements 2. Initial after each of them 3. Sign and date this sheet 4. Separate it from your syllabus and pass it to the front of the room I have read and understand this syllabus. I understand it is my responsibility to read the rubrics and know what is expected on all assignments. If I don’t understand something I will ask the instructor for help well before the assignment is due. I will check my e-mail every day and respond to my instructor when she contacts me. I will do the reading each week and turn in my assignments on time.
Barbara Davis Faculty Rank: Adjunct Level of Instruction: Undergraduate Date of Appointment: September, 1997 Earned Degrees and Areas of Study: Cleveland State University 1984-5 Elem, Supervisor Certification Lake Erie College 1981 M.S. Reading Specialist Cert. Teacher Certification (1 -8) Kent State 1951 B.S. Dual University Majors Journalism and Economics Professional Experience: 1986-1997 Elementary Principal, Center Street Village School Teacher, Grade 2 and Grade 4, Headlands Elementary Mentor Exempted Village School District, Mentor, OH 1954-59 Lake Erie College, Painesville, OH Director of Publicity Teaching Assignments: (Various semesters) Lake Erie College, Painesville, OH EDE 308 School and Community Relations Clinical and Field Experiences Lake Erie College, Painesville, OH 1997-present Field Director, Adjunct Lake Erie College, Painesville, OH EDE 401-402-403 Student Teaching EDE 400 Field Experience III EDE 311 Field Experience II EDE 301 Field Experience I