Portfolio Rev. 1 Summer II Literature and the Arts Literacy Development and Instruction Fall 1st 8 wks Methods Across the Curriculum 75 hours OSAT Portfolio Rev. 2 The Assessment/Instruction Loop Fall 2nd 8 wks Classroom Management and Collaboration Teaching the Whole Curriculum Spring 1st 8 wks Internship I 300 hours OPTE Portfolio Rev. 3 Spring 2nd 8 wks Internship II 300 hours Spring 16 wks Capstone Seminar Successful completion of all of the will lead to Oklahoma elementary education certification. To earn the Master of Arts in Teaching, the following elements must be completed successfully. Master’s Degree Portion with Course Descriptions—Second Year Fall GRED 6903 Research Methods: This course is designed to introduce the student to research methods relevant to applied behavior studies and counseling. A statistical component is included. Spring MATE 6083: Master’s Research Project: Develop and conduct an action research project; participate in a research group; provide peer feedback for other action research projects. Course Descriptions with Association for Childhood Education International (ACEI) Standards Addressed in Each Course* Semester Courses—3 credit hours each ACEI Summer MATE 6013 Theories of Learning and Development: History of education in America; physical, social, intellectual, and emotional development; current issues in educational psychology; development of initial teacher’s creed. 1.0 MATE 6113 Literature and the Arts: Developing a love of literature in elementary students; genres of children’s literature; children’s literature across the curriculum; methods for integrating visual arts, health, and movement in elementary classrooms. 2.1; 2.5; 2.6; 2.7 MATE 6213 Literacy Development and Instruction: Language development; instructional methods for reading, writing, speaking, viewing, visually representing; methods to address phonemic awareness, phonics, vocabulary, fluency, and comprehension; supporting English language learners; use of specialized professional association (IRA, NCTE) standards to support all learners. 2.1 3.1 3.2 Fall 1 MATE 6323 Methods Across the Curriculum: Content and methodology for teaching mathematics, science, social studies in elementary schools; use of specialized professional association 2.2; 2.3; 2.4; 3.1-3.5
FACULTY INFORMATION Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program. Faculty Member Name Highest Degree, Field, & University Indicate the role of the faculty member Faculty Rank Tenure (Yes/ No) Scholarship, Leadership in Professional Associations, and Service: List up to 3 contributions in the past 3 years Teaching or other professional experience in P-12 schools Lisa Delgado Brown Ph.D. Curriculum and Instruction (Literacy), University of Oklahoma Faculty Member Assistant Professor No Dissertation Defense, 2014; Reading Certification Committee, University of Oklahoma, 2009 to 2012; Series of presentations on technology use for Moore Public Schools, Oklahoma, 2011. 11 years teaching in public and private schools as a special education teacher, reading specialist, and literacy coach.; Certified in the following areas: Emotionally Disturbed, Learning Disability, Mentally Handicapped, Autism, and Other Health Impaired Lois Lawler Ph. D., Spanish; Minor in Education Administration, Curriculum & Supervision, University of Oklahoma Faculty, Chair Professor No chair for NCATE accreditation visit April 2014; CAEP accreditation chair 2006-present; Presentation at the Association of Teacher Educators National Conference, 2013. 17 years teacher and department chair; NBCT; Clinical supervisor for student teachers; OK certification in Spanish, French, sociology, anthropology, ESL
3 PEDAGOGICAL AND PROFESSIONA KNOWLEDGE, SKILLS, AND DISPOSITIONS: Thematic Unit Plan Unit Plan with Individual Lesson Plans Included During Teaching the Whole Curriculum course prior to student teaching internship 4 PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Student Teaching Internship Evaluation Evaluation Instrument Completion of student teaching internship 5 EFFECTS ON STUDENT LEARNING: Teacher Work Sample Project During student teaching internship 6 Additional assessment that addresses ACEI standards (required): Portfolio Portfolio Semester before student teaching internship 7 Additional assessment that addresses ACEI standards (optional):Literacy Assessment and Instruction Letter Project During The Assessment/Instruction Loop course SECTION —RELATIONSHIP OF ASSESSMENT TO STANDARDS Oklahoma City University STANDARD APPLICABLE ASSESSMENTS FROM SECTION II Development, Learning Motivation STANDARD 1. Development, Learning Motivation—Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. □1 □ 2 □ 3 x 4 x 5 x 6 □ 7 □8 CURRICULUM STANDARDS 2.1 English language arts—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas. x 1 x 2 x 3 □ 4 □ 5 □ 6 x 7 □ 8
3.3 Development of critical thinking, problem solving, performance skills—Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking, problem solving, and performance skills. □1 □2 x 3 x 4 x5 x 6 □ 7 □ 8 3.4 Active engagement in learning—Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, and positive social interaction and to create supportive learning environments. □1 □2 x 3 x 4 □ 5 x 6 □ 7 □ 8 3.5 Communication to foster collaboration—Candidates use knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom. □ 1 □2 x 3 x 4 □ 5 x 6 □ 7 □ 8 ASSESSMENT STANDARD 4. Assessment for instruction—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student. □1 □2 x 3 x 4 x 5 x 6 x 7 □ 8 PROFESSIONALISM STANDARDS 5.1 Practices and behaviors of developing career teachers—Candidates understand and apply practices and behaviors that are characteristic of developing career teachers. □1 □ 2 □ 3 x 4 x5 x 6 □ 7 □ 8 5.2 Reflection and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, parents, and other professionals in the learning community and actively seek out opportunities to grow professionally. □1 □2 □3 x 4 □ 5 x 6 x 7 □ 8 motivation,
ASSESSMENT 3: THEMATIC UNIT ASSESSMENT RUBRIC WITH ALIGNMENT TO ACEI STANDARDS Elements/ACEI Standards Does Not Meet Expectations Meets Expectations Exceeds Expectations Points Earned Grade Level, Theme or Topic, and Purpose ACEI Standard 3.1 Points: 0-10 Grade level is included. The candidate articulates little knowledge of the value of the unit and presents limited explanation for the theme or topic. The candidate includes little explanation of the purpose and unclear explanation of the opportunities for students within the unit. Points: 11-13 Grade level is included. The candidate articulates some knowledge of the value of the unit and succinctly describes the theme or topic. The candidate includes a limited explanation of the purpose and delineates the opportunities for students within the unit. Points: 14-15 Grade level is included. The candidate effectively articulates a comprehensive knowledge of the value of the unit and succinctly describes the theme or topic. The candidate explains the purpose thoroughly and clearly delineates the opportunities for students within the unit. __________/15 Objectives ACEI Standard 3.1 Points: 0-7 The candidate has one or more objectives that are not connected directly to the unit. Points: 8-9 N/A Points: 10 The candidate connects the unit to state standards in the four main content areas and includes only those objectives that will be taught within the unit. __________/10 Learning Activities Overview ACEI Standard 3.1 Points: 0-17 The candidate includes little explanation of the prerequisite knowledge and skills, unit activities, and student project presentation plan; it is not clear if they are all appropriate to the unit. Timeline is incomplete. Points: 18-22 The candidate includes a limited explanation of the prerequisite knowledge and skills, unit activities, and student project presentation plan; all are appropriate to the unit. Timeline is complete and appropriate. Points: 23-25 The candidate clearly and succinctly presents the prerequisite knowledge and skills, unit activities, and student project presentation plan; all are appropriate to the unit. Time line is complete and appropriate. __________/25 Lesson Plans Points: 0-28 Points: 29-35 Points: 36-40