Candidates will demonstrate an understanding of how cultural differences influence student development and accommodate for individual needs. Educators who: Educators who are: Promote Positive Change: Transform the of all students by creating positive learning environments use the curriculum to advocate for social change Use technology to improve the of all students Advocate for student in both the school and community Teach for the success of all students Engage in Professional Practice: Take responsibility for professional development Use reflective inquiry and data to adjust instruction Engage in school and community leadership Inquire into and their profession Inquire into and contribute to research and scholarship Engage in ethical behaviors Open to Diversity and Innovation: Demonstrate an openness to change Inquire into the relationship between culture and learning Inquire into the needs of students Inquire into innovative teaching practices that meet the needs of all students Teach students to use technology to improve their learning Collaborate with all parties who have an interest in student success Culturally Responsive: Teach from the local ecology Inquire into the local ecology Use local knowledge to transform the learning of all students Serve the needs of all students and the community Degrees Awarded Bachelor of Science Elementary Education Certification Pathways BFED Grades 1-5 (with or without Special Education Add-On) Bachelor of Science in Secondary Education English Concentration General Science Concentration Performance Education (K-12 Certification) Family and Consumer Sciences Concentration Vocational Family and Consumer Sciences Education Social Studies Concentration trial trial
For those students who enrolled at the university prior to summer 2003 see your advisor concerning advising forms PRAXIS Information PRAXIS tests are required by the Louisiana Department of Education as part of the certification process. PRAXIS information is available online at PRAXIS Requirements Admission to Program PRAXIS I is required for admission to core courses in the College of Education. Teacher Candidates must pass PRAXIS I before being admitted to EDUC 250 or EDUC 255. PRAXIS I is currently available in either computerized or paper pencil format. The computerized tests can be scheduled at any time with one of the approved testing centers. Louisiana Computer-Based Centers (CBT) are: Alexandria- Prometric – Site Code – 5160 Phone: (318- 427-7540) Baton Rouge- Prometric– Site Code -5233 Phone: ( 225-293-8489) Baton Rouge –Louisiana State University-Site Code -7567 Phone: (225-578-9487) Bossier City – Prometric – Site Code -1308 Phone: (318-742-7349) Metarie- Prometric- Site Code -5397 Phone: (504-834-2155) Metarie-Prometric – Site Code- 0061 (504-834-2155) Monroe- University of LA at Monroe – Site Code- 7540 (318-342-5349) New Orleans – University of New Orleans- Site Code -7568 Phone: (504-280-1092) NOTE: You must wait 60 days before retaking a computer-based PRAXIS test. Paper and Pencil Tests are administered six (6) times a year at the following Louisiana test centers: Baton Rouge High School - Baton Rouge Centenary College - Shreveport Louisiana State University - Alexandria Louisiana Tech - Ruston McNeese University - Lake Charles Nicholls State University - Thibodaux Northeast Louisiana University - Monroe Southeastern Louisiana University - Hammond University of New Orleans - New Orleans
Block I Cohort Formed Block II III Block IV Student Teaching V II - Tutoring/Small Group Instruction Participate in tutorial programs identified by LEA's Assist in daily procedural/ clerical tasks relative to teaching (Louisiana and National Standards) II - Tutoring/Small Group Instruction Write plan of instruction using Louisiana and national standards; Participate in tutorial programs identified by LEA's Tutoring small groups of developmental and culturally diverse students (Louisiana and National Standards) II - Group Instruction Implement mini- lesson with a small group Develop classroom management plan Structured peer tutoring (Louisiana and National Standards) II - Group Instruction Conduct interviews with teachers, students and parents Engage in assessment Use instructional technology appropriately Collaborate with partner school teacher in planning, instruction and assessment II - Tutoring/Small Group Instruction Conduct interviews with school personnel and parents Engage in procedures Use instructional technology appropriately Collaborate with partner school teacher in planning, instruction, and assessment III - Delivery of Instruction Plan lessons that include methods and strategies for applying technology; (*) Use of software packages for instruction and assessment of student performance III - Delivery of Instruction Implement mini- lesson Teach individual elements of sequential instruction (mini-lessons, or part of a lesson) (Louisiana and National Standards) III - Delivery of Instruction Teach mini-lesson in cooperative group setting Adapt and deliver small group/whole group instruction to students with exceptionalities Implement classroom management plan III - Delivery of Instruction Teach complete lessons Incorporate small group activity(ies) Present group instruction Integrate technology Integrate content areas lessons correlating the expressive and performing arts Accommodate for individual differences as necessary and appropriate Implement instruction for submission of a one week teacher work sample III - Delivery of Instruction Teach complete lesson Incorporate group activity(ies) Present whole group instruction Integrate technology appropriately Integrate content areas as necessary and appropriate Teach lessons correlating expressive and performing arts Implement instruction for submission of a three week teacher work sample
proactive teaching and behavior management strategies to facilitate student success. 2.3 Prepare and integrate subject area and local ecological (i.e., cultural environmental, and social) knowledge at a developmentally appropriate level 3. Promote Positive Change Candidates will: advocate in the school and the larger community to promote access, equity and success for all students Arrange the physical environment, classroom procedures, task requirements, & teacher-student interactions to facilitate success and stimulate higher order thinking at developmentally appropriate levels. Advocate positive change by assessment data to provide timely feedback, adjust instruction, and promote success for all students. Candidates demonstrate: knowledge of theories related to the physical, emotional and intellectual development of diverse students (K)) knowledge of theories of how to manage a diverse classroom (K) knowledge of diverse cultural groups (K) Provide assistance effective feedback to diverse students(S) Improving the learning for diverse students(D) Demonstrate a positive attitude to all students. (D) 4. Open to Diversity and Innovation Candidates will: respond effectively to the needs of diverse learners examine and modify their beliefs and practices in response to the emerging research and the changing context of schools and communities Use a variety of procedures to thoroughly assess both individual student needs and relevant contextual factors as a basis for developing and revising programs and delivering instruction to meet the unique needs of each student. Implement, adjust, and evaluate appropriate lesson plans that incorporate a variety of effective research- based teaching methods/strategies, instructional materials, and multi-media resources to meet the diverse needs of Candidates demonstrate: Knowledge of theories related to the physical, emotional and intellectual development of diverse students (K) knowledge of theories, principles and practices of how to plan, instruct and assess diverse and exceptional students(K) the ability to use and interpret assessment strategies to evaluate diverse students(S) Provide assistance effective feedback to diverse students(S) Utilize a variety of instructional and assessment strategies to promote learning for diverse students(S)
INITIAL PROGRAM COURSE SEQUENCE BIRTH TO FIVE EARLY INTERVENTIONIST Appendix A BLOCK I II BLOCK III IV V BLOCK I – A FCED 130 – 1 HR. FCED 135 – 3 HRS. BLOCK 1 – B EDUC 211 – 3 HRS. EDUC 250 – 3 HRS. EDUC 251 – 3 HRS. FCED 232 – 3 HRS. BLOCK II – A COMD 278 – 3 HRS. EDUC 313 – 3 HRS. EDUC 380 – 3HRS. BLOCK II – B FCED 239 – 6 HRS. FCED 330 – 3 HRS. FCED 333 – 3 HRS. FCED 437 – 3 HRS. BLOCK III-A EDUC 382 – 3HRS. FCED 335 – 3 HRS. FCED 336 – 3 HRS. BLOCK IV EDUC 365 – 6 HRS. FCED 430 – 3 HRS. FCED 459 – 2 HRS. BLOCK V EDUC 461 – 11HRS. EDUC 463 – 1 HR. 1-5 CONCENTRATION I BLOCK II III BLOCK IV BLOCK V EDUC 250 – 3 HRS. EDUC 251 – 3 HRS. PSYC 206 – 3 HRS. EDUC 312 – 3 HRS EDUC 313 – 3 HRS. PSYC 311 – 3 HRS. EDUC 365 – 6 HRS. EDUC 368 – 3 HRS. IV – A EDUC 374 – 6 HRS. EDUC 402 – 4 HRS. BLOCK IV – B EDUC 376 – 6 HRS. EDUC 403 – 2 HRS. EDUC 457 – 11 HRS. EDUC 463 – 1 HR. SECONDARY EDUCATION (SEGS, SESS, & SEEN) BLOCK I II BLOCK III II. BLOCK IV A. BLOCK V EDUC 250 – 3 HRS. EDUC 251 – 3 HRS. PSYC 210 - 3 HRS. EDUC 312 –--- 3 HRS. EDUC 313 ----- 3 HRS. PSYC 311 ---- 3 HRS EDUC 321 – 3 HRS. EDUC 368 – 3 HRS. EDUC 309 – 3 HRS EDUC 465 – EDUC 463 - 1 HR.
Bachelor of Science 1-5 Certification Candidate’sName: Advisor: Date: Student Number: Catalog: GENERAL EDUCATION COURSES GRADE HRS GRADE HRS English 101(GER) 3 HIST 371 (Certification Course) 3 English 102 (GER) 3 Geography Elec.(GER) 3 English 212 (GER) 3 Freshman Studies 101(UR) 1 English 366 (GER) 3 GOVT 101 3 Math 101(GER) 3 BIOL Elective (GER) 3 Math 110 (GER) 3 BIOL Elective (GER) 3 Math 210 3 Physical Science Elective (GER) 3 Math 214 3 Physical Science Elective (GER) 3 History 150 (GER) 3 Physical Science Elective (GER) 3 History 256 3 MATH 320 3 History 151(GER) 3 HPED 270 2 Fine Arts Elective 3 TOTAL GENERAL EDUCATION 66 NOTE: Before candidates can enroll in Professional Education courses the following requirement must be met: Pass all parts of PRAXIS I (or ACT 22 or above), 2.5 GPA, 30 non-developmental credit hours according to department requirements. Candidates must maintain a “C” or better in all coursework. PROFESSIONAL AND CERTIFICATION EDUCATION COURSES Professional Courses GRADE HRS Professional Courses GRADE HRS BLOCK I BLOCK IV-A EDUC 250 3 EDUC 374 6 EDUC 251(CLR) 3 EDUC 368 3 PSYC 206 3 BLOCK II BLOCK IV-B EDUC 312 3 EDUC 376 6 EDUC 313 3 EDUC 403 2 PSYC 311(GER) 3 III BLOCK V EDUC 365 6 EDUC 457 (OCR) (1-5 Only) 11 EDUC 402 4 EDUC 463 1 “Responsible Leaders Engaging in Professional Practice”
Bachelor of Science – Human Performance Education Appendix I Candidate Name: Advisor Date Student Name: Catalog: General Education or Certification Hours Grade Human Performance Education Hours Grade ENGL 101 (GER) 3 HPED 141 3 ENGL 102 (GER) 3 HPED 246 3 ENGL 210 (GER) 3 HPED 240 3 ENGL 366 or 368 (GER) 3 HPED 252 3 MATH 101 (GER) 3 HPED 270 2 MATH 102/108/110 (GER) 3 HPED 280 3 BIOL 114 (GER) 3 HPED 285 3 PYSCI elective (GER) 3 HPED 320 3 BIOL sciences elective (GER) 3 HPED 325 3 Freshman Studies (UR) 1 HPED 340 3 HIST 150 (GER) 3 HPED 360 3 HIST 151 (GE) 3 HPED 373 3 FNAR 105 (GER) 3 HPED 375 3 SPCH 101 (OCR) 3 HPED 390 3 GOVT 101/252 3 Total General Education 43 Total HPED 41 DEGREE HOURS 120 PRAXIS SCORES Praxis I /ACT 22 or better – Reading (176) Writing (175) Math (175) Praxis II – PLT (K-5 or 5-9 or 7-12) Praxis II - HPE CK – (0091)
Lesson Plan Ranking Form Appendix L Candidate: Course: Semester: Ranking 0 No Evidence 1 Unacceptable 2 Developing 3 Target Score Objectives Meaningful and appropriate. Stated as performance outcomes Appropriate Bloom’s taxonomy Appropriate GLE alignment Program Outcomes: 2.1 No evident. Lesson plan contains only one attribute. Lesson plan contains two or three attributes. Lesson plan contains all Comments: Comments: Comments: Comments: Set Induction and Closure Appropriate set induction Motivational Appropriate Closure (aligns to content) Program Outcomes: 2.2, 4.1, 4.2 No attributes evident. Lesson plan contains only one attribute. Lesson plan contains two attributes. Lesson plan contains all Comments: Comments: Comments: Comments: Activities and Model Activities are related to the objective Appropriate sequencing of teaching/ modeling Appropriate use of teaching and modeling strategies Activities require the use of higher order thinking skills Program Outcomes: 2.1, 2.2, 4.2, 4.3, 5.1 No evident. Lesson plan contains only one attribute. Lesson plan contains two or attributes. Lesson plan contains all Comments: Comments: Comments: Comments: Practice Adequate guided practice Adequate independent practice Appropriate questioning techniques Appropriate integration of technology Program Outcomes: 2.1, 3.1, 3.2, 4.1, 4.2, 4.3, 5.1 No attributes evident. Lesson plan contains only one attribute. Lesson plan contains two or three attributes. Lesson plan contains all Comments: Comments: Comments: Comments: Content Knowledge Accurate content Student appropriate content Relates to real-life situations Program Outcomes: 2.3, 5.1, 5.2 No evident. Lesson plan contains only one attribute. Lesson plan contains two attributes. Lesson plan contains all Comments: Comments: Comments: Comments: Modifications/ Accommodations Student Differences Modifies activities and/or materials for developmental Accommodates for student differences Provides for student interaction Program Outcomes: 2.3, 3.2, 4.1, 4.2, 4.3 No attributes evident. Lesson plan contains only one attribute. Lesson plan contains two attributes. Lesson plan contains all Comments: Comments: Comments: Comments: attributes attributes attributes
Rev 1/12 Ranking 0 No Evidence 1 Unacceptable 2 Developing 3 Target Score Multicultural Modifies activities and/or materials for cultural, ethnic and gender differences Activities/ content reflect an immersion of cultural perspectives Relates to real-life situations Program Outcomes: 2.3, 4.2, 5.1, 5.2 No evident. Lesson plan contains only one attribute. Lesson plan contains two attributes. Lesson plan contains all Comments: Comments: Comments: Comments: Assessment Appropriate formative assessment Appropriate summative assessment Document student growth Program Outcomes: 2.1, 3.2, 4.1, 4.2 No evident. Lesson plan contains only one attribute. Lesson plan contains two attributes. Lesson plan contains all Comments: Comments: Comments: Comments: Adjustment for Instruction Planned appropriate adjustment for the lesson during and after instruction 3.2, 4.2 No evident Lesson plan contains all Integration Integrates at least two other disciplines Age appropriate integration Includes appropriate description of the integration Program Outcomes: 2.3, 5.1 No evident. Lesson plan contains only one attribute. Lesson plan contains two attributes. Lesson plan contains all Comments: Comments: Comments: Comments: Correlation Activities to the objectives Assessments align to the objectives Program Outcomes: 2.1, 4.1 No evident. Lesson plan contains only one attribute. Lesson plan contains all Comments: Comments: Comments: Materials and Resources Supplemental resources are listed Materials maximize instruction Program Outcomes: 1.2, 2.1 No evident. Lesson plan contains only one attributes. Lesson plan contains all Comments: Comments: Comments: References Lists two references besides the Curriculum Guide Program Outcomes 1.2 No evident. Lesson plan contains only one reference. Lesson plan contains all Comments: Comments: Comments: National Standards Lesson activities are aligned to appropriate national standards Program Outcomes: 2.1 No attributes evident Lesson plan contains all attributes Conventions Neat and organized Appropriate grammar Appropriate spelling No attributes evident. Lesson plan contains only one attribute. Lesson plan contains two attributes. Lesson plan contains all Comments: Comments: Comments: Comments: Revised Spring 12 SCORE: