College Supervisor Contact Information

The Citadel School of Education

EDUCATION 499: Internship in Teaching Fall 2015 Instructor: Dr. Thomas E. Reilly Class Meetings: Tuesdays Office: Capers 317 Class Hours: 5:30 p.m. Telephone: 843-953-6984 Meeting Room: Capers 302 Email: [email protected] Office Hours: Monday-Thursday: 10:00 am – 4:00 pm Others by Appointment Credit Hours: 6 Undergraduate Hours

College Supervisor Contact Information: Dr. Bernie Baggs – [email protected] Dr. Suzanne Houff – shouff@ citadel.edu Dr. Burton Schoffman – [email protected] Ms. Cheryl Schoffman – [email protected]

PREREQUISITES: Refer to requirements for admission to internship.

REQUIRED TEXT:  None OPTIONAL TEXTS:  Powell, S. (2011) Introduction to Middle School, 2nd edition. MA: Pearson  Savage, T., Savage, M., and Armstrong, D. (2012) Teaching in the Secondary School, 7th edition. Boston, MA: Pearson

RECCOMENDED WEBSITES:  S.C. Department of Education (2009). Curriculum Standards. Available: http://www.myscschools.com/offices/cso/  S.C. Department of Education (2009). South Carolina Teaching, Learning, Connecting. Website with resources to help S.C. teacher plan lessons and prepare test question. Available: www.sctlc.com  S.C. Department of Education (2009). ADEPT Available: http://www.scteachers.org/adept/index.cfm  S.C. Department of Education (2009) South Carolina Personal Pathways to Success. Available: http://www.palmettopathways.org  U.S. Department of Education (2009) Survival Guide for New Teachers. Available:  www.ed.gov/teachers/become/about/survivalguide/index.html

PROFESSIONAL ORGANIZATION MEMBERSHIP: English Language Arts – National Council of Teachers of English www.ncte.org Mathematics – National Council of Teachers of Mathematics www.nctm.org Science – National Science Teachers Association www.nsta.org Social Studies – National Council for the Social Studies www.ncss.org

ADDITIONAL RESOURCES AND MATERIALS: LiveText subscription Portfolio organizer Data storage device

STUDENT INFORMATION: This course is part of the teacher education program. Candidates are immersed in the learning community and are provided opportunities to further develop and demonstrate their competence in the professional role for which they are preparing.

1 ALL CLINICAL PRACTICE locations and school contact personnel are arranged via The Citadel’s School of Education Field Experiences and Internship Director, Room 317 Capers Hall, 843-953-6984, [email protected].

CATALOG COURSE DESCRIPTION: A requirement for certification, observation and teaching in approved schools under approved supervising teachers, supervision by college instructor. Assignment only in major teaching field. This internship is a minimum of twelve weeks. All students provide their own transportation.

ADDITIONAL DESCRIPTIVE INFORMATION: Candidates will apply knowledge and demonstrate competence as they daily plan, implement, analyze, and modify instruction and practices to meet all students’ needs. Candidates will engage in daily reflection and continual self-assessment. While in a school setting, candidates will have the opportunity to model professionalism. The teacher candidate must observe and teach in approved schools under approved cooperating teacher with supervision by a college instructor. In order to meet requirements for certification, assignment is made only in the teaching field major. The internship is designated as clinical practice rather than field experience.

LEARNING AND DEVELOPMENTAL GOALS: Students will be able to Apply knowledge and demonstrate competence as they daily plan, implement, analyze, and modify instruction and practices to meet all students’ needs in the student’s area of specialization (English/Language Arts, Mathematics, Science, or Social Studies) in middle and high school education, grades 6-9 and 9-12 by: 1. completing sixty (60) days of teaching in a public school under the supervision of a qualified cooperating teacher and college instructor 2. becoming oriented to the routines and operations of the school and assigned classes 3. assuming responsibility for all planning and instruction as a lead teacher 4. meeting all requirements for certification in the State of South Carolina in the student’s area of specialization (English/Language Arts, Mathematics, Science, or Social Studies)

CONCEPTUAL BASE: Developing Principled Educational Leaders for P-12 Schools The Citadel’s Professional Education Unit prepares principled educational leaders to be knowledgeable, reflective, and ethical professionals. Candidates completing our program are committed to ensuring that all students succeed in a learner-centered environment. The Citadel’s Professional Education Unit is committed to the simultaneous transformation of the preparation of educational leaders and of the places where they work. Specifically, The Citadel’s Professional Education Unit seeks to develop principled educational leaders who: • have mastered their subject matter and are skilled in using it to foster student learning; • know the self who educates (Parker J. Palmer) and integrate this self-knowledge with content knowledge, knowledge of students, and in the context of becoming professional change agents committed to using this knowledge and skill to ensure that all students succeed in a learner-centered environment; and • exemplify the highest ethical standards by modeling respect for all human beings and valuing diversity as an essential component of an effective learner-centered environment

The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. Through our initial programs for teacher candidates for P-12 schools and our advanced programs for professional educators in P-12 school, The Citadel’s Professional Education Unit transforms cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all children and youth succeed.

The Citadel’s Professional Education Unit has identified 15 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethical professionals:

Knowledgeable Reflective Ethical Principled Educational Leaders… Principled Educational Leaders… Principled Educational Leaders… 1. Have mastered the subject matter of their 6. Develop and describe their philosophy of 11. Demonstrate commitment to a safe, field of professional study and practice; education and reflect upon its impact in the supportive, learning, environment; 2.Utilize the knowledge gained from teaching and learning environment; 12. Embrace and adhere to appropriate developmental and learning theories to 7. Develop and manage meaningful professional codes of ethics; establish and implement an educational educational experiences that address the 13. Value diversity and exhibit a caring, fairing, program that is varied, creative, and needs of all learners with respect for their and respectful attitude and respect toward all 2 nurturing: individual and cultural experiences; cultures; 3. Model instructional and leadership theories 8. Construct, foster, and maintain a 14. Establish rapport with students, families, of best practices; learner-centered environment in which all colleagues, and communities; 4. Integrate appropriate technology to learners contribute and are actively engaged; 15. Meet obligations on time, dress enhance learning: 9. Apply their understanding of both context professionally, and use language appropriately. 5. Demonstrate a commitment to lifelong and research to plan, structure, facilitate and learning; monitor effective teaching and learning in the context of continual assessment; 10. Reexamine their practice by reflectively and critically asking questions and seeking answers;

RELATIONSHIP OF THIS COURSE TO THE CONCEPTUAL BASE: (Note: Performance Indicators for the Conceptual Framework, National Content-Area Standards, National Council for Accreditation of Teacher Education, and Education Reform Initiative are identified in parenthesis)

Professional Pedagogy and Disposition: 1. Create a professional portfolio that provides documentation of reflective practices and teaching/learning processes (CF: 2,3,4,5,6,7,9,10; NCTE: 1-4; NCTM: 8,9,10; NSTA: 1,2,3,4,5,6,8,10; NCSS: 1-10; NCATE: 1-6) 2. Prepare accurate, neat, and professional materials. Assume professional responsibility for the preparation of materials, class attendance, and class participation (CF: 12,14; NCTE: 1-4; NSTA: 10; NCATE: 1-6)

Instructional Planning and Assessments: 1. Investigate published curricular materials, state content standards and textbooks, and primary sources to design effective instruction and assessments (CF: 1,2,4,7,9; NCTE: 1-4; NCTM: 1,2,3,4; NSTA: 6; NCSS: 1,2,3,4,5,6,7,8,9,10; NCATE:1-6 ) 2. Develop and assess appropriate objectives for specified content areas (CF:1,2,3,4,7,8,9,10; NCTE: 1-4; NCTM: 1,7; NSTA: 6; NCSS: 1-10; NCATE:1-6) 3. Construct and analyze assessments to measure learning goals for students (CF: 1,2,3,4,7,8,9,10; NCTE: 1-4; NCTM: 7,8,9; NSTA: 8; NCSS:1-10; NCATE:2,4,5,6) 4. Use content materials, concepts, vocabulary, and terminology appropriate for specialty areas (CF: 1,2,3,4,7,8,9,10; NCTE: 1-4; NCTM: 1,2,3,4; NSTA: 1,2,3; NCSS: 1-10; NCATE:1,2,5,6)

Teaching Strategies and Techniques I: Education and Economic Development Act (EEDA) 1. Establish relevance to students’ lives for topics in lesson planning and content teaching (CF: 1,2,3,4,7,8,9,10,11,13; NCTE: 1-4; NCTM: 4, 5; NSTA: 7; NCSS: 1,3,4; NCATE:1-6) 2. Use concrete, hands-on instruction and content preparation with an emphasis on real-world application and problem-solving (EEDA 5; NCATE:1-6) 3. Implement learning strategies that promote cooperation (EEDA 6; NCATE:1-6) 4. Identify instructional strategies that promote core values in the school community, as specified in South Carolina School Law - Character Education §59-17-135 (EEDA 4; NCATE:1-6) 5. Implement strategies to accommodate the needs of diverse learners (EEDA 7; NCATE:1-6)

Teaching Strategies and Techniques II: 1. Select and demonstrate effective and efficient teaching strategies and teacher behaviors through micro teaching activities in the student’s specialty area (CF: 1,2,3,4,5,8,9,10,11,12, 13, 14; NCTE: 1-4; NCTM: 1,2,3,4; NSTA: 5; NCSS: 1-10; NCATE:1-6) 2. Integrate interdisciplinary connection to other disciplines including Fine Arts, Humanities, Mathematics, Science, Social Studies and Technology (CF: 1,2,3,4,5,6, 8,9,10,16; NCTE: 1-4; NCTM: 3,4,5; NSTA: 4; NCSS: 1,3,4,9,10; NCATE:1-6) 3. Incorporate technology and print/non-profit media into lesson planning and instruction (CF: 1,2,3,4,7,8,9,10; NCTE: 1-4; NCTM: 6; NSTA: 6; NCSS: 8)

Methods in Teaching Research-Based Theories in Content Areas: 1. Recognize and investigate the research base that forms the foundations for effective instruction and incorporate research theory into lessons (CF: 1,2,3,4,5,6,7,8,9,10: NCTE: 1-4; NCTM: 1,2,3,4; NSTA:5; NCSS: 1-10; NCATE:1-6)

On-Campus and Field Experiences: 1. Gain knowledge and skills through on-campus and field experiences designed to promote knowledge theory and practice in English Language Arts, Mathematics, Science or Social Studies (CF:1,2,3,7,8,9,10, 12; NCTE: 1-4; NCTM:1,2,3,4,5,6,7,8,9; NSTA: 9; NCSS: 1-10; NCATE:1-6)

3 2. Observe and analyze a variety of teaching models through field experiences and develop classroom management strategies for varying levels of instruction (CF: 1,-15; NCTE: 1-4; NCTM: 1,2,3,4,5,6,7,8,9; NSTA; 5,9; NCSS: 1-10; NCATE:1-6) 3. Observe models of effective pedagogy and attitudes by college/university faculty in both content area(s) and education, and by middle and/or high school supervising teachers (CF: 1-15; NCTE: 1-4; NCTM: 1,2,3,4,5,6,7,8,9; NSTA: 5,9; NCSS: 1-10; NCATE:1-6) 4. Participate in field experiences at the middle or high school level in classrooms with certified/licensed teachers in the content area(s) that the candidate is preparing to teach (CF: 1-15; NCTE: 1-4; NCTM: 1,2,3,4,5,6,7,8,9; NSTA: 5,9; NCSS: 1-10; NCATE:1-6)

Course Goals with Evaluation Methods: Students will acquire information that will enable them to apply the concepts, theoretical principles, and research findings from the disciplines of Education and Psychology to the planning and implementation of effective instructional strategies in the classroom. Upon successful completion of the course, the student will demonstrate the ability to:

Course Goals Evaluation Methods Content Knowledge: •Cooperating Teacher Weekly Observations 1. Demonstrate knowledge of content. •Cooperating Teacher Weekly Evaluations 2. Use teaching and learning theory and knowledge of developmental differences in •College Supervisor Weekly Observations planning instruction. •College Supervisor Weekly Evaluations 3. Teach lessons with accurate content, resulting in demonstrated student learning. • Student-Intern Demonstrated Classroom Lessons 4. Utilize computer-assisted instruction, educational technology, media and materials. • Student-Intern Weekly Lesson Plans • Student-Intern Weekly Journal Log • Student-Intern LiveText Professional Portfolio

Cooperating Teacher, College Supervisor, and Student-Intern Mid and Final Evaluation Conferences Professional Pedagogy and Disposition: •Cooperating Teacher Weekly Observations 1. Incorporate into the daily routine the feedback and concepts suggested by the •Cooperating Teacher Weekly Evaluations cooperating teacher and college supervisor. •College Supervisor Weekly Observations 2. Set appropriate educational goals and plan curricula. •College Supervisor Weekly Evaluations 3. Plan and teach daily lessons using a variety of general methods of instruction and • Student-Intern Demonstrated Classroom Lessons assess the effectiveness in terms of student learning. • Student-Intern Weekly Lesson Plans 4. Construct and analyze a variety of assessment tools. • Student-Intern Weekly Journal Log 5. Incorporate skills for building self-esteem in students. • Student-Intern LiveText Professional Portfolio 6. Meet individual needs of culturally diverse students and persons with exceptionalities. Cooperating Teacher, College Supervisor, and 7. Use collaboration and consultation skills. Student-Intern Mid and Final Evaluation 8. Participates in evaluations with the college supervisor, cooperating teacher and any Conferences others specified by the college supervisor or director of internship placements. 9. Self-assess teaching effectiveness and areas needed for professional growth. 10. Maintain professional portfolio.

Professional Code of Ethics: •Cooperating Teacher Weekly Observations 1. Maintain a high standard of ethics and professionalism. •Cooperating Teacher Weekly Evaluations 2. Assume professional responsibility to prepare materials •College Supervisor Weekly Observations without tardiness, complete assigned duties without •College Supervisor Weekly Evaluations reminders, be professionally dressed, and be punctual in attendance. • Student-Intern Demonstrated Classroom Lessons 3. Cooperate with others involved with instruction. • Student-Intern Weekly Lesson Plans 4. Interact professionally with students. • Student-Intern Weekly Journal Log 5. Develop and implement different classroom management strategies for individual • Student-Intern LiveText Professional Portfolio and group instruction. 6. Demonstrate the use of clear, correctly written and oral skills. Cooperating Teacher, College Supervisor, and 7. Maintain accuracy and confidentiality of school records. Student-Intern Mid and Final Evaluation 8. Attend all scheduled Citadel campus meetings and seminar Conferences

INSTRUCTIONAL UNITS AND ASSESSMENTS: Week 1-Stage 1: Observation 8/24 Day Internship Assignments Internship Seminar Monday Orientation and Dinner Tuesday Orientation Wednesday 1 Begin fulltime internship in school Thursday 2 Collect student information for APS 1 – Long Range Plan

4 Friday 3 Assist Cooperating teacher with non-instructional routines Learn student names and work with students needing help

Week 2-Stage 2: Observing and Assisting 9/31 Day Internship Assignments Internship Seminar Monday 4 Assist Cooperating teacher with non-instructional routines Learn student names Work with students needing help Tuesday 5 Assist Cooperating teacher with non-instructional routines 4:30 - 6:30 Learn student names Work with students needing help Wednesday 6 Lesson Plans due to cooperating teacher for review for Week 1: September 17-21 Thursday 7 Assist Cooperating teacher with non-instructional routines Learn student names Work with students needing help Friday 8 Submit on LiveText in Portfolio SUBMIT LIVETEXT Intern’s Daily Log ASSIGNMENTS Teacher Weekly Evaluation ON TIME Lesson Plans for College Supervisor

Week 3-Stage 2: Observation and Assisting 9/7 Day Internship Assignments Internship Seminar Monday Labor Day Tuesday 9 Begin teaching First Class 4:30 - 6:30 Work on APS 2 and APS 3 Unit Work Sample (UWS) Part 1 – 2A, 2B and 3A – DUE 10/18/2011 Wednesday 10 Lesson Plans due to cooperating teacher for review for Week 2: September 24-28 Thursday 11 Teach class 1 Friday 12 Submit on LiveText in Portfolio SUBMIT LIVETEXT Intern’s Daily Log ASSIGNMENTS Teacher Weekly Evaluation ON TIME Lesson Plans for College Supervisor

Week 4-Stage 2: Observation and Assisting 9/14 Day Internship Assignments Internship Seminar Monday 13 Teach class 1 Tuesday 14 Teach class 1 4:30 - 6:30

Wednesday 15 Lesson Plans due to cooperating teacher for review for Week 3: October 1-5 Prepare for mid-term conference Thursday 16 Teach class 1 Friday 17 Submit on LiveText in Portfolio SUBMIT LIVETEXT Intern’s Daily Log ASSIGNMENTS Teacher Weekly Evaluation ON TIME Lesson Plans for College Supervisor

Week 5-Stage 2: Observation and Assisting 9/21 Day Internship Assignments Internship Seminar Monday 18 Begin teaching class 2 Plan Mid-term Conference with supervisor and cooperation teacher Tuesday 19 Deadline for LiveText assignment submission of APS 1 4:30 - 6:30 Long-Range Plan Wednesday 20 Lesson Plans due to cooperating teacher for review for Week 4: October 8-12 Thursday 21 Teach classes 1and 2 Friday 22 Submit on LiveText in Portfolio SUBMIT LIVETEXT Intern’s Daily Log ASSIGNMENTS Teacher Weekly Evaluation ON TIME Lesson Plans for College Supervisor

5 Week 6-Stage 3: Independent Teaching 9/28 Day Internship Assignments Internship Seminar Monday 23 Teach classes 1and 2 Tuesday 24 Teach classes 1and 2 4:30 - 6:30 Wednesday 25 Lesson Plans due to cooperating teacher for review for Week 5: October 15-19 Thursday 26 Teach classes 1and 2 Friday 27 Submit on LiveText in Portfolio SUBMIT LIVETEXT Intern’s Daily Log ASSIGNMENTS Teacher Weekly Evaluation ON TIME Lesson Plans for College Supervisor

Week 7-Stage 3: Independent Teaching 10/5 Day Internship Assignments Internship Seminar Monday 28 Teach ALL assigned classes Tuesday 29 Deadline for LiveText assignment submission of Unit Work 4:30 - 6:30 Sample (UWS) APS 2A, 2B, and 3A Wednesday 30 Lesson Plans due to cooperating teacher for review for Week 5: October 22-26 Thursday 31 Teach ALL assigned classes Friday 32 Submit on LiveText in Portfolio SUBMIT LIVETEXT Intern’s Daily Log ASSIGNMENTS Teacher Weekly Evaluation ON TIME Lesson Plans for College Supervisor

Week 8-Stage 3: Independent Teaching 10/12 Day Internship Assignments Internship Seminar Monday 33 Teach ALL assigned classes Tuesday 34 Teach ALL assigned classes 4:30-6:30 Wednesday 35 Lesson Plans due to cooperating teacher for review for Week 5: October 29- November 2 Thursday 36 Teach ALL assigned classes Friday 37 Intern’s Daily Log SUBMIT LIVETEXT Teacher Weekly Evaluation ASSIGNMENTS Lesson Plans for College Supervisor ON TIME

Week 9-Stage 3: Independent Teaching 10/19 Day Internship Assignments Internship Seminar Monday 38 Teach ALL assigned classes Tuesday 39 Teach ALL assigned classes 4:30-6:30 Wednesday 40 Lesson Plans due to cooperating teacher for review for Week 5: November 5-9 Thursday 41 Teach ALL assigned classes Friday 42 Intern’s Daily Log SUBMIT LIVETEXT Teacher Weekly Evaluation ASSIGNMENTS Lesson Plans for College Supervisor ON TIME

Week 10-Stage 3: Independent Teaching 10/26 Day Internship Assignments Internship Seminar Monday 43 Teach ALL assigned classes Tuesday 44 Teach ALL assigned classes 4:30-6:30 Wednesday 45 Lesson Plans due to cooperating teacher for review for Week 5: November 12-16 Thursday 46 Teach ALL assigned classes Friday 47 Intern’s Daily Log SUBMIT LIVETEXT Teacher Weekly Evaluation ASSIGNMENTS Lesson Plans for College Supervisor ON TIME

6 Week 11-Stage 4: Phase-out and Observation 11/2 Day Internship Assignments Internship Seminar Monday 48 Teach ALL assigned classes LiveText Final Forms Open – PLEASE COMPLETE FORMS Tuesday 49 Teach ALL assigned classes 4:30-6:30 Wednesday 50 Lesson Plans due to cooperating teacher for review for Week 5: November 19-23 Thursday 51 Teach ALL assigned classes Friday 52 Intern’s Daily Log SUBMIT LIVETEXT Teacher Weekly Evaluation ASSIGNMENTS Lesson Plans for College Supervisor ON TIME

Week 12-Stage 4: Phase-out and Observation 11/9 Day Internship Assignments Internship Seminar Monday 53 Begin returning classes to cooperating teacher Tuesday 54 Schedule Final conference to be held on or before last day 4:30-6:30 Wednesday Lesson Plans due to cooperating teacher for review for Week 5: November 19-23 Thursday Teach ALL assigned classes Friday Intern’s Daily Log Teacher Weekly Evaluation Lesson Plans for College Supervisor

Week 13-Stage 4: Phase-out and Observation 11/16 Day Internship Assignments Internship Seminar Monday 56 ALL DAY OBSERVATIONS in rural, suburban and/or urban schools (2 out 3). Submit LiveText in Portfolio Observation Forms Return all textbooks, curriculum guides, CDs, DVDs, materials to cooperating teacher Tuesday 57 Deadline for LiveText assignment submission of Unit Work 4:30-6:30 Sample (UWS) APS 2C, 3B and 3C Wednesday 58 Complete and submit APS 10 Professionalism Assignments (2) on LiveText Thursday 59 Observation in School Friday 60 Upload rural, suburban, and/or urban schools observation reports in LiveText Portfolio

Week 14-Stage 4: Phase-out and Observation 11/23 Day Internship Assignments Internship Seminar Monday Make-Up day if needed Tuesday SCHOOL CLOSED Wednesday THANKSGIVING HOLIDAY Thursday SCHOOL CLOSED Friday SCHOOL CLOSED

Week 15-Stage 4: Phase-out and Observation 11/30 Day Internship Assignments Internship Seminar Monday Tuesday 4:30-6:30 Wednesday LiveText Final Forms Closed at 11:59 p.m. DO NOT FORGET TO COMPLETE FORMS!

EDUC 402 Field Experience Activities - Complete all assignments during internship: To be complete during EDUC 499 Internship in Teaching – Refer to EDUC 402 Syllabus for more details about field experience activities and due dates.

7 ASSESSMENT PROCESS: Grading: Grades for EDUC 499 are based on a variety of assignments. The relative weights used for calculating the course grades are as follows:

Assignments Total Point Value Total Possible Points Educ. 402 Field Experience Assignments 10 activities x 10 100 Professional Portfolio Assignment I Introduction Paragraph x 20 Professional Head-shot Digital Photo x 20 Resume x 20 100 Teaching Philosophy x 20 Teaching Schedule x 20 Professional Portfolio Assignment II 10 - Cooperating Teacher Evaluation (Dated) x10 10 - Student Intern Weekly Logs (Dated) x 10 10 - Weekly Lesson Plans (Dated) x 10 APS 1 Long Range Plan x 100 APS 2 Short Range Plan (SWU) x 50 700 APS 3 Short Range Plan x 50 APS 10 Fulfilling Professional Responsibilities x 100 APS 8 & 9 Classroom Management Plan x 100 College Supervisor Observation Reports 4 ADEPT APS 4-9 Evaluations x 25 100 Rural, Urban, Suburban School 2 School Observations x 100 200 Observations (2) Midterm Evaluation & Conference Midterm Evaluation & Conference 100 Final Evaluation & Conference Final Evaluation & Conference 100 Professional Disposition Preparation, Promptness, Attendance, and Dress 100 Total Possible Points 1500 Grading System 90 % and above =A 80-89% = B 70-79% = C 69% or below = F

NOTE: Grades for participation, activities, papers/journals, and presentations will depend on following factors:

Preparation: The student is expected to be prepared for each day’s activities.

Promptness: Intern’s daily logs, teacher weekly evaluations, and lesson plans are expected to be submitted EVERY FRIDAY, except with prior approval or under exceptional circumstances.

Discussion: The student must come to class having prepared written lesson plans and class

Participation: assignments.

Neatness: All formal written assignments should be typed, free of errors. Typed assignments should be in Times New Roman style and 12 point font size, and completed with accuracy and appropriate content. Written assignments and forms should also include supporting materials.

Performance: Student work will be evaluated on the criteria stated in this syllabus, assignment rubrics that will be provided, and ADEPT evaluation instruments.

Electronic Communications: Prompt response to emails and other electronic communication (LiveText) is expected.

CLASS EXPECTATIONS: Class Attendance: One of the most important aspects of the education profession is that of professionalism. Attendance will be taken and reported daily via The Citadel’s Class Absence System. The college policy will be followed. Punctual attendance in class is expected.

NOTE: While in class, cell phones must be silent and put away during the duration of the class meeting.

Disability Disclosure: If you need accommodations because of a disability, please inform me immediately. Please see me privately, either after class or in my office. To initiate accommodation, students must register with the Director of the Learning and Academic Retention Center located in room 105 Thompson Hall or call 953-1820 to set up an appointment. This office is responsible for reviewing documentation provided by students requesting academic accommodation and for accommodation in cooperation with students and instructors as needed and consistent with course requirements.

“I will not lie, cheat, or steal, or tolerate those who do.”

8 Honor Statement: As a professional educator, integrity is an expectation. Students of The School of Education at The Citadel are expected to meet the standards set forth in the Citadel Code. Available at: http://citadel.edu/r3/honor/manual.shtml

Cheating and plagiarism violations will be reported and a failing grade will be assigned for the work in question. This class will follow The Citadel Honor Manual regarding plagiarism: "Plagiarism is the act of using someone else's words or ideas as your own without giving proper credit to the sources: • When you quote another's words exactly you must use quotation marks and a footnote (or an indication in your paragraph) to tell exactly where the words came from, down to the page number(s). When you mix another's words and ideas with your own in one or more sentences, partially quoting the source exactly and partially substituting your own words, you must put quotation marks around the words you quote and not around your own. Then you cite the source, down to the page number(s). • When you paraphrase another's words or ideas, that is, when you substitute your words for another's words, but keep their idea(s), you do not use quotation marks, but you must cite the source, down to the page number(s). • When you use only another's idea(s), knowing that they are the other's ideas, you must cite the source of that idea or those ideas, down to the page number(s). • Citing the source means giving, as a minimum, the author, the title of the book, and the page number (The Citadel Honor Manual).