M. Ann Calahan, Ph.D. EDU 320
The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.
Tarleton State University students upon completion of certification requirements will be reflective professional educators who make effective educational decisions that support the creation of dynamic learning environments.
EDU 4353. Professional Development IV: Issues in Professional Development. To be taken with Practicum in Teaching. Students synthesize and validate concepts encountered during teaching practicum. Focuses on professional issues related to teaching and the school environment. Prerequisites: Admission to Practicum in Teaching and concurrent enrollment in EDU 4906, or approval of department head.
The student will demonstrate effective practices in a field-based setting and reflect on his/her role as a professional educator as he/she moves forward on the continuum from pre-service to in service educator.
1. The student will produce a professional portfolio that reflects the learner-centered proficiencies.
2. The student will implement professional development activities and relate the new learning to effective classroom practices and an individual professional growth plan.
3. The student will uphold the Texas Code of Ethics.
4. The student will integrate the effective teaching practices learned in the professional development sequence in all aspects of professional growth.
5. The student will compare the Learner-centered proficiencies to the domains and criteria used in the PDAS (Professional Development Appraisal System).
6. The student will utilize knowledge of the state accountability system in selecting content for lesson plans.
Arends, R. L. 1994. Learning to Teach, 3rd Edition. New York: McGraw-Hill, Inc.
Armstrong, T. 1994. Multiple Intelligences in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Campbell, et.al. (1998). How to develop a professional portfolio a manual for teachers. Needham Heights, MA: Allyn & Bacon.
Kagan, S. 1994. Cooperative Learning. San Jan Capistrano, CA: Resources for Teacher, Inc.
Slavin, R.E. 1994. Educational Psychology Theory and Practice, 4th Edition. Boston: Allyn and Bacon.
Wong, H. & R. 1991. The First Days of School How to
be an effective teacher. Sunnyvale, CA: Harry K. Wong Publications.
ExCET Competency 012
The teacher is a reflective practitioner who knows how to promote his or her own professional growth and can work cooperatively with other professionals in the system to create a school culture that enhances learning and encourages positive change.
ExCET Competency 013
The teacher knows how to foster strong school-home relationships that supports student achievement of desired learning outcomes.
ExCET Competency 014
The teacher understands how the school relates to the larger community and knows strategies for making interactions between school and community mutually supportive and beneficial.
ExCET Competency 015
The teacher understands requirements, expectations, and constraints associated with teaching in Texas, and can apply this understanding in a variety of contexts.
Assignments must be developed and delivery using a variety of technology components.
Assignments will be computer generated.
Use of technology will be demonstrated within lesson plan and delivery
The Internet will be used to complete a variety of assignments.
Attendance at ExCET Review Sessions ? mandatory until 80% scored on the Practice ExCET
Participation in Professional Development Opportunities (see student teaching calendar)
Validation of Class Activities/Professional Development Opportunities
CHAT line assignments through WebBoard, http://tarleton.edu/~calahan
"Lessons Learned from My Professional Development Classes" - (a product that includes self-evaluation)
Resume (copy must be provided) and completion of Tarleton Placement file.
Attend and complete a professional development workshop at n Educational Service Center. This workshop topic is your choice, but must relate to your teaching assignment or professional growth plan. Verification of attendance at the workshop must be provided.
Journal (student teaching)
Professional Portfolio based on Learner Centered Proficiencies
* Communication - communicate appropriately and effectively with colleagues, supervisors, students, parents, and community members using various forms
* Collaboration - work collaboratively with colleagues, mentors and supervisors to achieve the local, state, and national goals of education
* Commitment - demonstrate commitment to the teaching profession and exercise leadership for the advancement of the profession and public education; be responsible, punctual, regular in attendance, and prepared to participate in all aspects of professional development
* Professional Development - Take responsibility for utilizing professional teaching practices and constantly strive to improve through professional growth
* Ethical Conduct - Uphold the Code of Ethics for Texas Educators and abide by local, state, federal rules, regulations, and policies; demonstrate respect and maintain ethical conduct in relations with professional colleagues, students, parents and members of the community.
Professional Development Validations 15%
CHAT line assignments 15%
Lessons Learned 10%
90 %- 100% = A; 80 ? 89% = B; 70% - 79% = C; Below 70% = D
Academic honesty is expected. Cheating will not be tolerated and
will result in automatic failure of the course. The University has a Academic
Integrity Policy that will be maintained.
If you have special needs due to a learning disability or other disability,
please contact Dr. Dwayne Snyder, ADA Compliance Officer, Room 239, Administration
Building, phone 254-968-9373.