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Course Prefix, Number and Title: EDUC 460 Supervised Directed Teaching

Course CRN # and Section: CRN#20529 and 20530; Section 01 and 02

Semester Taught (including year): Spring 2021 Professor: Dr. Kathy Hawks

Credit Hours: 12 Office Location: Admin 103

Prerequisites: Admission to the student teaching semester, verification of successful completion of PRAXIS II: Principles of Learning and Teaching (PLT) Test, and Subject Assessment.

Office Hours: M- 12-2 T- 12:30-1:30 W-9-10 Th- 12:30-1:30 F-by appt.

Course Time (if applicable): N/A Email: [email protected]

Building and Room Number (if applicable): N/A Phone: 304-384-5399 (office)

304-887-0764 (cell)

Office Fax: 304-384-5398

College/Department Website: http://www.concord.edu/education/node/1

Course Description: Classroom teaching, grades Preschool-Adult, under the direct supervision of public school and University personnel.

Course Overview: Student Teaching (supervised directed teaching) is a semester (16 weeks) of professional experience in a public school setting(s) within the teacher candidate’s content area(s) and at the appropriate developmental levels. All requirements for Admission to Student Teaching as outlined in the Academic Catalog must be met prior to the student teaching experience.

Concord University Educational Goals:

1. Knowledge/Mastery of Content Students will demonstrate a depth of knowledge and apply the methods of inquiry in a discipline of their choosing, and they will demonstrate a breadth of knowledge across varied disciplines.

2. Critical Thinking Student will demonstrate the ability to access, analyze, and interpret information, respond and adapt to changing situations, make complex decisions, solve problems, and evaluate actions.

3. Communication Students will demonstrate the ability to communicate clearly and effectively.

4. Personal, Civic, Cultural, and Global Competence Students will demonstrate awareness and understanding of the skills necessary to live and work in a diverse world.

Conceptual Framework: The 21st Century Professional

Concord University’s Professional Education Unit’s (PEU) Conceptual Framework, The 21st Century Professional, for the teacher initial and advanced education programs consists of the following six competencies indicating that professionals are: 1. Competent, 2. Intentional, 3. Reflective, 4. Culturally Responsive, 5. Leaders, and 6. Empathetic. The PEU strives to provide all teacher candidates at the initial and advanced level with the knowledge, skills, and dispositions necessary to become effective teachers/leaders by offering the highest quality instruction and programs.

The advanced program strives to further develop and enhance the knowledge base of the practicing professional. As candidates progress through the graduate curriculum, the improvement, refinement, and practice of professional knowledge bases, skills, and dispositions are enhanced and refined.

The conceptual framework provides the principles for curriculum, instruction, and assessment in teacher education programs at Concord University. As beginning 21st century professionals, teacher candidates are provided with scaffolding appropriate for their professional needs. This constructivist approach for assisting teacher candidates in becoming effective teachers gradually diminishes as they progress through the program, but never completely disappears. The capstone experience of student teaching provides an authentic setting for teacher candidates to demonstrate and to reflect upon their classroom teaching performances.

Course Connection to Conceptual Framework: Student teaching provides an opportunity for teacher candidates to:

• demonstrate the ability to be competent, intentional, reflective, culturally responsive, leading and empathetic; • provide evidence of being a capable professional through development of reflective practice and the demonstration of competency in each of the Professional Teaching Standards • exhibit ethical and professional behavior

Goal of Student Teaching The aim of the student teaching experience is to prepare teacher candidates for full professional responsibilities as reflected in our conceptual framework, The 21st Century Professional. The five West Virginia Professional Teaching Standards serve as evidence of mastering these professional responsibilities.

Standard 1: Curriculum and Planning The teacher candidate displays deep and extensive knowledge of the core content, and designs instructional experiences that move beyond a focus on basic competency in the subject to include, as appropriate, the integration of 21st century interdisciplinary themes of global awareness, economic, business and entrepreneurial literacy, civic and health literacy. Knowledge of content is absolutely necessary for good teaching, but it must be combined with an understanding of the complex and sophisticated relationships within the content, and must be made relevant to the learner. The teacher candidate designs instruction that is aligned with the West Virginia Content Standards and Objectives and uses a standards-based approach to instruction supported by a variety of instructional resources that may include textbooks. Information media and technology tools are frequently incorporated into lesson design and teaching strategies are supported by a variety of technologies that promote self-directed learning, problem solving and collaboration. A balanced instructional assessment program is designed to assist student to achieve mastery of the content and depth of knowledge of the West Virginia Content Standards and Objectives. The teacher candidate uses his/her knowledge of content, process and development to move beyond being a provider of knowledge to being a facilitator of learning in which experiences are created that advance student learning and encourage creativity, innovation and problem-solving.

Standard 2: The Learner and the Learning Environment The teacher candidate demonstrates knowledge of the underlying principles of how students develop and learn, and creates an environment that supports the learning of all students. Particular emphasis is placed on developing conceptual understanding of what the learner can and does learn based on prior knowledge and experiences. The teacher sets the expectation that all students will learn at high levels and establishes a learning culture that allows all students to be successful while respecting their differences. The teacher candidate demonstrates an understanding and appreciation of the differences in student learning styles, socio-economic, cultural and developmental characteristics, and that understanding is evidenced in the design of the learning environment – the activities and tasks, the materials, and the student groupings—to assure student learning, regardless of differences. The learning environment is characterized by effective classroom procedures, the appropriate use of technology and efficient management of behaviors and physical space. Students’ misconceptions and misunderstanding of concepts are addressed in the lesson design to assure that the appropriate next steps in learning are taken. Students are encouraged to assume responsibility, to collaborate and to engage in equitable practices.

Standard 3: Teaching The teacher candidate displays a deep and extensive knowledge of content that, when combined with the knowledge of teaching, knowledge of the learner and the learning environment, allows him/her to develop instructional experiences that create the best possible opportunity for students to learn. The teacher candidate plans instruction that is aligned with the state content standards and objectives and that is focused on specific learning targets communicated in student-friendly language. The instructional delivery methods and tools are appropriate for the type of learning target and the teacher facilitates a challenging and active learning environment and encourages students to make decisions regarding their own learning. The teacher candidate selects questioning, discussion, pacing, and grouping techniques that engage all students and elicit clear evidence of their learning.

Frequently monitoring student progress, the teacher extracts data consistently from formative/classroom assessments to inform and adjust instruction for intervention, enrichment, or the next acquisition lesson. The teacher candidate uses summative assessment data to measure student progress toward mastery of standards and objectives, and develops lesson plans that encompass prioritized learning targets from the curriculum map. The teacher candidate provides timely, specific descriptive feedback through classroom assessment for learning practices, thus enabling students to self-assess and set their own goals. Excitement about learning is not only demonstrated in the instruction, but also by the engagement of the students in learning activities that are relevant and based on individual needs and learning characteristics.

Standard 4: Professional Responsibilities for Self-Renewal Teachers contribute to professional learning that prepares them to critically examine their practice and engage in a continuous cycle of self-improvement focused on changing how they learn, teach and work in a global and digital society. In addition to exhibiting integrity and ethical conduct, the teacher candidate is responsible for engaging in professional self-renewal in a collaborative setting in which colleagues examine each other’s practice in the role of critical friends in order to adjust instruction and practice based on a thorough analysis of a variety of data. Participation in this form of professional dialog enables teachers to discover better practice and to be supported by colleagues in engaging in that practice as members of a professional learning community. Teachers who distinguish themselves by contributing to the teaching profession through the implementation of ideas that improve teaching and learning have also demonstrated characteristics of informal teacher leadership

Standard 5: Professional Responsibilities for School and Community Although a teacher’s primary responsibility is to create and support a learning environment that allows students to achieve at high levels, every teacher also has a primary responsibility for the improvement of the school in which they work. The teacher candidate makes complex decisions and professional contributions that assure a process of continuous improvement at the classroom level that ultimately impacts student learning at the school and district level. The teacher candidate contributes to, supports and helps sustain the mission of the school. The teacher candidate assures that the culture of the classroom is learning-centered and uses the school strategic plan to help guide instruction and ensure continuous improvement. The teacher candidate contributes to student support, management and assessment systems that enable learning to take place. The teacher candidate’s professional responsibilities also include working collaboratively with colleagues, parents, guardians and adults significant to students, on activities that connect school to families to the larger community. Ultimately, to teach all children to high levels and to prepare them for powerful life options, all adults in the school must work in an atmosphere of collaboration, mutual support and group accountability for the success of each and every student in the school.

Learning Outcomes/Objectives 21st Century Professionals construct knowledge and skills that will serve as the core of their practice. The PEU has outlined specific knowledge and skills of the 21st Century Professional that serve as learning outcomes.

1. Competent a. Candidates know the content they teach. b. Candidates know effective instructional pedagogy. c. Candidates are strong in pedagogical content knowledge.

2. Intentional a. Candidates can plan effective instruction. b. Candidates create environments that support learning. c. Candidates facilitate learning using a variety of instructional strategies, materials and technologies. d. Candidates plan for and accommodate learning experiences for individual differences e. Candidates understand and use multiple methods of assessment.

3. Reflective a. Candidates analyze student learning. b. Candidates analyze their teaching. c. Candidates grow and develop professionally.

4. Culturally Responsive. a. Candidates embrace diversity in the school, the community, and the world. b. Candidates plan for and accommodate learning experiences for diverse cultures and for second language acquisition. c. Candidates know how to build instruction upon learners’ experiences and cultures, and upon family and community resources.

5. Leading a. Candidates lead in their classrooms. b. Candidates demonstrate leadership in the school. c. Candidates lead the teaching profession. d. Candidates advocate for schools and students. e. Candidates demonstrate high ethical standards.

6. Empathetic. a. Candidates provide a positive environment. b. Candidates establish nurturing relationships with their students.

Learning Outcomes WV INTASC ISTE- PRAXIS TPA Assessments Professional NETS-T II Standard (See list Teaching Standards Standards within Standards PLT syllabus)

1. Candidates are 1A, 1B, 2A, 1, 2, 3, 4, 1a,b IIA, B 2, 3, 4 1, 2, 4, 5, 6 competent. 2C, 3A,, 3E 5, 6, 7, 8

2. Candidates are 1C, 1D, 1E, 2, 3, 4, 5, 1c,d, 2c IA,B 1, 2, 3, 4, 1, 2, 4, 5, 6 intentional. 2D, 2E, 2F,, 6, 7, 8 3B, 3D, 3E, 3F

3. Candidates are 3C, 3E, 4A, 2, 3, 5, 8, 2a,b, 3a,d IIA, B 1, 4, 5, 6, 7 1, 2, 4, 5, 6 reflective. 4C, 5G 9, 10

4. Candidates are 1D, 2A, 2C, 2, 3, 5, 8, 2a,b,c,d , 4b IIA,B, IIIC 1, 4, 5, 6, 7 1, 2, 4, 5, 6 culturally responsive 3C, 3E, 5C, 5F 9

5. Candidates are 4A, 4B, 4C, 9, 10 2a, b, 4c,d, IC, IIA, IIIC 7 1,, 4, 5, 6 leading. 4D, 5A, 5B, 5a 5D, 5G, 5H, 5I

6. Candidates are 2C, 2D, 2E, 2, 3, 4, 5, 4c IC 1, 3, 4, 5 1, 2, 4, 5 empathetic 2F, 3B, 3D, 7, 8, 10 3F, 5D,

Alignment with WV 21st Century Content Standards Throughout the student teaching experience candidates will demonstrate planning and delivering effective 21st century instruction in West Virginia Classrooms by using 21st Century Content Standards and Learning Skills and Technology Tools for WV Schools, as well as other resources that exemplify rigorous and relevant instructional design and delivery.

Course Assessment- West Virginia Teacher Performance Assessment (WVTPA)

Candidates are assessed on the basis of their teaching performance and on their performance on the West Virginia Teacher Performance Assessment (WVTPA). Assessments are completed based on the performance of the teacher candidate in each student teaching placement. Teacher candidates are assessed by their cooperating teacher(s) and by their university supervisor on each of the West Virginia Professional Teaching Standards. Additionally, a supplemental evaluation which is aligned with the Specialty Program Assessments (SPA) as required by the CAEP is administered. Teacher candidates who receive one or more rating of “unsatisfactory” on the final performance assessment will not successfully complete student teaching. Teacher candidates must also successfully complete the Teacher Work Sample to exit student teaching.

Course Assignments/Assessments

The student teaching semester has six components: classroom teaching, performance evaluation, seminar attendance, the WVTPA, reflection, and portfolio review. 1. Classroom Teaching and Lesson Plans In each placement, teacher candidates observe and assume full-time teaching responsibilities under the supervision of a cooperating teacher.

2. Observation, Conferencing, and Performance Evaluation Teacher candidates are observed by the cooperating teacher(s) and by the university supervisor and conferences are held for feedback, reflection, and goal setting. For each placement, a midterm and a final evaluation conference are held with the cooperating teacher, the university supervisor, and the student teacher. (All outcomes listed above.) 3. Seminars Seminar meetings are held periodically throughout the student teaching semester for peer support and for discussion of various topics listed above. Attendance is required. 4. Reflective Journaling Teacher candidates submit written reflections over the course of each placement. 5. The West Virginia Teacher Performance Assessment (WVTPA) Teacher candidates complete the Teacher Work Sample within their first placement. 6. Portfolio Review The teacher candidate’s portfolio is reviewed for a final time with additions specific to the student teaching semester. The university supervisor will review the final portfolio.

Grading Policy, Make-up Policy, and Late Work Policy

A grade of a C is required for passing the student teaching semester. Candidates will be evaluated and monitored throughout the semester by their mentor teacher and university supervisor. Conferences will be held with the student teacher frequently to address any concerns. A formal plan of action will be developed if needed and the Coordinator of Clinical Experiences will be included.

All evaluation forms can be located on BlackBoard. Additional information regarding student teaching can be found in the Field Experience Handbook located at. https://www.concord.edu/getattachment/Academics/College-of-Professional- Studies/Department-of-Education/Concord-University-Department-of-Education-Field- Experience-Handbook-(1).pdf.aspx?lang=en-US .

If a student teacher is hired as the lead teacher in a classroom, either as a Teacher-In- Resident (TIR) or an “on the job” student teacher, he/she will be required to complete all responsibilities mandated for student teaching, as well as assuming the role of lead teacher in the classroom.

Attendance Policy

During the student teaching experience, the teacher candidate is allowed four personal days, which are intended to be used only for specific needs, (illness, emergencies, job interviews, university requirements ...). Any absence beyond the four personal days may need to be made up at the end of the term at the discretion of the cooperating teacher, the university supervisor and the Coordinator of Clinical Experiences. All absences must be recorded on the student teaching time log.

2020-2021 Campus Safety/Illness Prevention Precautions:

The University requires that facemasks/face coverings be worn in all indoor classrooms and public spaces in all academic buildings including hallways, stairways, and elevators or anywhere it is impossible to maintain appropriate physical distancing. CU will provide one cloth facemask/face covering for each student. Students are encouraged to use and launder their reusable cloth facemask/face covering or use a disposable mask. Faculty have the authority to enforce the use of facemasks/face coverings in their classrooms unless a student has a verified health exemption from the facemask/face covering requirement on file with the Office of Disability Services. In the case of an exemption to the required face mask rule, students will be required to use alternative safety measures as specified by the instructor.

If a faculty member determines that wearing a facemask/face covering will interfere with student participation requirements or effective teaching in the classroom, alternative safety measures will be required.

Accessibility/Accommodations:

Concord University is committed to responding to the needs of students with disabilities as defined by the Americans with Disabilities Act. Please inform your instructor at the beginning of the class semester if you have a disability and are requesting accommodations. It is your responsibility to self-disclose that you are requesting accommodations. The University and instructor will provide you with a reasonable accommodation. You should register with CU’s Disability Services Office, located in the Athens campus Jerry and Jean Beasley Student Center, Bottom Floor, across from the Campus Post Office. The Disability Services Office phone is 304-384-6086 or you can email the Director, Nancy Ellison, at [email protected] for assistance.

Academic Dishonesty

Academic dishonesty is morally unacceptable as well as destructive to the learning and teaching atmosphere. Academic dishonesty includes the giving or receiving of improper help on examinations or assignments, falsifying documents, and plagiarism (the act of stealing and using, as one’s own, the ideas or the expression of the ideas of another). Such dishonesty can lead to a variety of penalties — including but not limited to failure of assignment, failure of course, loss of institutional privileges, or dismissal from the University. (See University Catalog Academic Policies and Procedures at http://catalog.concord.edu/content.php?catoid=10&navoid=582#Academic_Dishonesty.)

Concord University Honor Code

A Concord University Honor Code was approved by students, staff, faculty, administration, and the CU Board of Governors. The Code states:

"As a member of the Concord University Community I will act with honesty and integrity in accordance with our fundamental principles and I will respect myself and others while challenging them to do the same."

The Honor Code is intended to unite the Concord community behind a culture of honesty, integrity, and civility.

Class/Online Attendance Policy

Regular class attendance is part of a student’s academic obligation at Concord. Irregular attendance may affect academic performance adversely and is detrimental to the atmosphere of a class. http://catalog.concord.edu/content.php?catoid=10&navoid=582#Class_Attendance.)

Emergency Alert System

In an effort to increase safety and security on our campus, Concord University encourages everyone to register for instant text message alerts. Alerts will only be used for security and safety notices. All students, faculty, and staff are eligible to receive text message alerts on their cell phones or email alerts. Please go to https://concord.omnilert.net/subscriber.php to sign up for the Emergency Alert System or contact the IT Help Desk for further assistance (304-384-5291).

Emergency Information

Emergency/courtesy telephones are located at the main entrance of each residence hall and at various other locations on campus. Emergency telephones can be identified by the flashing blue light and will provide the user with a direct link to Public Safety at the press of a button. To report an on-campus emergency, call 304-384-5357 or 911. The Office of Public Safety is located on the bottom floor of the Rahall Technology Center. For further emergency information go to: http://www.concord.edu/administration/office-public- safety.

Inclement Weather Policy

As a general policy, the University will remain in normal operations during adverse weather conditions. In the event of severe weather conditions, the following may occur:

University Closure No students or employees are to report. Classes Cancelled Students do NOT report BUT employees are expected to report to work at their normal time. Operating on an Inclement Weather Delay Under this schedule, all 8 a.m. classes will start at 10 a.m. Students and faculty will follow the Inclement Weather Schedule. (See http://www.concord.edu/emergency-alerts for Athens/Beckley Inclement Weather Schedules.) *Announcements invoking the late schedule or other options referenced above are aired on area radio and television stations and are sent as text and email messages to those enrolled for this service.

Student Conduct

In classrooms, online, laboratories, and during any activities that are part of course requirements, students are expected to observe reasonable rules of conduct.

Academic Resources

The Center for Academic and Career Development is ready to assist any student with academic or personal concerns, tutoring, study skills, time management, major and career exploration, and much more. The Center for Academic and Career Development is located in the Jean & Jerry Beasley Student Center Suite 1 (past Wingspan by the Subway Stage). Students can stop by the CACD Monday through Friday,

8:00 am until 4:00 or by appointment. The CACD may be reached by calling (304) 384- 6074, (304) 384-6298, or [email protected]. Website: http://www.concord.edu/Student- Life/CACD.aspx. The drop-in tutoring schedule is posted online: https://apps.concord.edu/tutoring/. Additional academic resources are available online and on-demand. See https://www.concord.edu/Student-Life/CACD/Academic-Success- Center/Success-Resources.aspx for a list of these resources.

Student Health Center

The Student Health Center provides students with basic level medical care for acute minor illness or injury on a walk-in basis. The Student Health Center is located on the first floor of Wooddell Hall. The center is open Monday through Thursday from 8:30 to 2:30 PM and Friday from 8:30 to 12:00 PM. The Student Health Center may be reached at 304-384-6355

Mental Health Resources

Concord University recognizes that being a student can be stressful at times for a number of reasons some of which may be related to the challenge of balancing your role as a student with other facets in your life. There are a number of resources to help you cope if you find that you are overwhelmed. The first is the CU Counseling Center which is located on the third floor of the Jerry and Jean Beasley Student Center on the Athens Campus. The center is staffed by a licensed mental health professional, graduate students, and student employees. Appointments are available Mon-Fri from 9:00 AM – 4:00 PM. Appointments at the Erma Byrd Higher Education Center in Beckley may be made by arrangement. Students may call the counseling center at 304-384-5290 or make their own appointment through the electronic scheduling system which may be found on Counseling Center section of the Student Services tab on CU’s main page. Counseling services are free of charge. Other resources available are Student Support Services and the Academic Success Center on the Athens campus.

Sexual Harassment & Assault

Federal law, Title IX, and Concord University policy prohibits discrimination, harassment, and violence based on sex and gender (Including sexual harassment, sexual assault, domestic/dating violence, stalking, sexual exploitation, and retaliation). If you or someone you know has been harassed or assaulted, you can receive confidential counseling support through the Concord University Counseling Center (304-384-5290). Alleged Violations can be reported non-confidentially to the Concord University Title IX Coordinator at 304-384-6327 or https://www.concord.edu/Student-Life/Title-IX.aspx. Reports to Campus Security can be made at (304-384-5357). As an employee at Concord University, I am a mandatory reporter which means I must report any sexual misconduct I am made aware of. This includes verbal or written (such as in an assignment) disclosures of sexual harassment or sexual assault.

Technology Services

Contact the CU Help Desk at extension 5291 from campus or 304-384-5291 off campus. You may also e-mail [email protected]. You can find additional help at https://www.concord.edu/About/Important-Offices-Centers/Technology-Services/Help- Desk-Support.aspx.

Syllabus Disclaimer

"This syllabus is subject to change based on the needs of the class. Please check it regularly."

Bibliography of Resources on Clinical Experiences/Student Teaching

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Cunningham, P.M. and Allington, R.L. (1999). Classrooms That Work. New York: Longman. Emmer, E., Evertson, C, and Worsham, M. (2003). Classroom Management for Secondary Teachers . Boston, MA: Allyn and Bacon. Fountas, I.C. and Pinnell, G. (1996). Guided Reading: Good First Teaching for All Children. Portsmouth, NH: Heinneman. Ginott, H. (1972). Teacher and Child: A Book for Parents and Teachers . NY: Macmillan. Glasser, W. (1986). Control Theory in the Classroom. NY: Harper & Row. Goh, D.S. (2004). Assessment Accommodations for Diverse Learners . Boston, MA: Pearson, Allyn and Bacon. Henderson, J. (1996). Reflective Teaching. NJ: Prentice-Hall. Johnson, D.W., Johnson, R.T., and Houlubec, E.J. (1994). Circles of Learning. VA: ASCD. Johnson, D.W., Johnson, R.T., and Houlubec, E.J. (1994). Cooperative Learning in the Classroom. VA: ASCD. Joyce, B. and Weil, M. (1992). Models of Teaching (4th Edition). NJ: Prentice-Hall. Kohfeldt, J. (1993). Lesson Plan Book II: For Whole Language and Lite rature -Based Classrooms. CA: Creative Teaching Press. Machado, J.M. and Meyer-Botnarescue (1993). Student Teaching: Early Childhood Practicum Guide. CA: Delmar. McMillan, J.H. (2004). Classroom Assessment: Principles and Practices for Effective Instruction. Boston, MA: Pearson, Allyn, and Bacon. Moffatt, C. and T. (2003). Handbook for the Beginning Teacher. Boston, MA: Allyn and Bacon. Moore, D.W., Moore, S.A., Cunningham, P.M., and Cunningham, J.W. (1998). Developing Readers and Writers in the Content Areas K-12. New York: Longman. Murray, B and K. (2001). Survival Guide for the Florida Teacher. Merritt Island, FL: Intracoastal Publishing. Pelletier, C.M. (2004). Strategies for Successful Student Teaching. Boston, MA: Allyn and Bacon. Pitton, D.E. (1998). Stories of Student Teaching: A Case Approach to the Student Teaching Experience. NJ: Prentice-Hall. Popham, W.J. (2002). Classroom Assessment – What Teachers Need to Know. Boston, MA: Allyn and Bacon. 15 Roberts, P.L. and Kellough, R.D. (1996). A Guide for Developing an Interdisciplinary Unit. NJ: Simon & Schuster. Routman, R. (1994). Invitations. Portsmouth, NH: Heinneman. Ryan, M. (2003). Ask the Teacher – A Practitioner’s Guide to Teaching and Learning in the Diverse Classroom. Boston, MA: Allyn and Bacon. Sprick, R., Garrison, M., and Howard, L (1998). CHAMPs – A Proactive and

Positive Approach to Classroom Management. Longmont, CO: SOPRIS WEST. Wahlstrom, D. (1999). Using DATA to Improve Student Achievement. Virginia Beach, VA: Successline Inc. Wandberg, R. and Rohwer, J. (2003). Eaching to the Standards of Effective Practice – A Guide to Becoming a Successful Teacher. Boston, MA: Allyn and Bacon. Wile, W., Bosse, M.I., Hutchison, J., and Kindsvatter, R (2004). Dynamics of Effective Secondary Teaching. Boston, MA: Allyn and Bacon. Wong, H.K. and Wong, R.T. (1991). The First Days of School: How to be an Effective Teacher. Sunnyvale, CA: Harry Wong Publications. Wood, K.E. (1997). Interdisciplinary Instruction. Upper Saddle River, NJ: Merrill/Prentice-Hall. Zemelman, S., Daniels, H., and Hyde, A. (1998). Best Practice: New Standards for Teaching and Learning in America’s Schools. Portsmouth, NH: Heinemann.