ࡱ> sur |+bjbj lee|#` ` 00000DDDD4xDDY?R:>>>>>>>,Aն>0">00?"00>>;>5< >)?0?<EE@>0>4>>Y?E` :   University of North Carolina at Pembroke Teacher Education Program Accredited by: National Council for Accreditation of Teacher Education (NCATE) North Carolina Department of Public Instruction (NCDPI) {Course Title}{Time and place}Instructor:{Semester and year}Office:Office Hours:Email:Phone: Course Description: From the catalogue: What that actually means (if catalogue description is rather short): UNCP Teacher Education Conceptual Framework: Theme: Preparing professional educators who are committed, collaborative, and competent. The UNCP Teacher Education Program is committed to the public school mission of preparing P-12 learners for full participation in a democratic society. We believe that all P-12 learners are entitled to the highest quality instruction, services, resources, and facilities that society can provide. UNCPs primary responsibility in that noble effort is to prepare competent and collaborative professional educators committed to the democratic mission in public education. Relationship of Course to the Conceptual Framework: {Present some rationale for how this course addresses the framework above. Content courses and methods courses presumably address collaboration and competence; it is up to the professor how much to emphasize commitment.} Teacher Education Standards addressed by {Course}: {delete all that do not apply} North Carolina Teacher Standards (graduate, for MAT and MA Licensure candidates) I Teacher Leadership A. Candidates demonstrate effective ongoing communication, collaboration, and team-building among colleagues. B. Candidates facilitate mentoring and coaching with novice teachers. C. Candidates set goals and establish priorities while promoting educational initiatives that positively affect student learning D. Candidates participate in professional learning communities. II Respectful Educational Environments A. Candidates facilitate the development of inviting, respectful, supportive, inclusive, and flexible educational communities B. Candidates create collaborative partnerships with families, schools, and communities to promote a positive school culture C. Candidates facilitate and model caring and respectful treatment of individuals within the learning community. D. Candidates demonstrate knowledge and understanding of diverse world cultures and global issues. E. Candidates encourage high expectations for all students. F. Candidates collaboratively design and implement curriculum and instruction that is responsive to learner differences. III Content and Curriculum Expertise A. Candidates demonstrate in-depth knowledge of curriculum, instruction, and assessment B. Candidates model the integration of 21st-century content and skills into educational practices C. Candidates develop relevant, rigorous curriculum IV Student Learning A. Candidates seek out and use existing research to inform school practices. B. Candidates design action research to investigate and improve student learning and school policies and practices C. Candidates model technology integration that supports student learning. D. Candidates critically analyze student and school performance data to determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base. V. Reflection A. Candidates promote an educational culture that values reflective practice. B. Candidates model the development of meaningful professional goals. C. Candidates model personal and professional reflection to extend student learning and school improvement. Course Objectives: Textbooks: Instructional Strategies: Course Administration: Course Requirements: Research and Writing at the Graduate Level: Any program leading to the Master of Arts fosters the students transition into a profession. Students learn how to discuss ideas in a particular discipline as professionals among professionals. To attain this goal, graduate students routinely engage in research and writing where correct documentation of sources signifies much more than the avoidance of plagiarism. Research and writing about scholarly discoveries signal the graduate students membership in a professional community. Thus research papers written for graduate courses will differ from those written for undergraduate courses. The graduate students research paper will sustain deeper analysis of a topic at greater length and with narrower focus than the undergraduate paper. Graduate research papers will employ a significant scope of sources that are current, authoritative, and recognized within a particular area of study. Additionally, the graduate research paper demonstrates the students ability to identify appropriate topics related to course material and to exercise independence in both research and writing. Graduate-level papers will also demonstrate the students ability to document all sources accurately and to edit carefully for standard American English. Students should refer to The MLA Handbook for Writers of Research Papers, 7th Edition, if they have questions about documentation. To prepare students for the level of research and writing required in graduate courses, professors incorporate into their classes instruction in bibliography and methodology appropriate to course content. Professors will assist students to access and learn how to access and evaluate scholarly materials. Professors may further provide rubrics or specific requirements about the nature and originality of the research and writing expected in fulfillment of a particular assignment. For information on academic misconduct and plagiarism, see the Honor Code section of the Graduate Student Handbook . Paper format: Please follow MLA Handbook 7th edition format for all written work in the course. {Additional categories as required by course}: Relative weight of course work: Evaluation/Grading: University Religious Holiday Observance Policy: 91 has a legal and moral obligation to accommodate all students who must be absent from classes or miss scheduled exams in order to observe religious holidays; we must be careful not to inhibit or penalize these students for exercising their rights to religious observance. To accommodate students religious holidays, each student will be allowed two excused absences each semester with the following conditions: 1. Students, who submit written notification to their instructors within two weeks of the beginning of the semester, shall be excused from class or other scheduled academic activity to observe a religious holy day of their faith. Excused absences are limited to two class sessions (days) per semester. 2. Students shall be permitted a reasonable amount of time to make up tests or other work missed due to an excused absence for a religious observance. 3. Students should not be penalized due to absence from class or other scheduled academic activity because of religious observances. A student who is to be excused from class for a religious observance is not required to provide a second-party certification of the reason for the absence. Furthermore, a student who believes that he or she has been unreasonably denied an education benefit due to religious beliefs or practices may seek redress through the student grievance procedure. ADAAA Syllabus Access Statement Federal laws require UNCP to accommodate students with documented learning, physical, chronic health, psychological, visual or hearing disabilities. In post-secondary school settings, academic accommodations are not automatic; to receive accommodations, students must make a formal request and must supply documentation from a qualified professional to support that request. Students who believe they qualify must contact Disability Support Services (DSS) inDF Lowry Building, Room 107 or call 910-521-6695 to begin the accommodation process. All discussions remain confidential. Accommodations cannot be provided retroactively. More information for students about the services provided by DSS and the accommodation process may be found at the following links:  HYPERLINK "http://www.uncp.edu/dss/students/currentstudentfaq.htm" http://www.uncp.edu/dss/students/currentstudentfaq.htm  HYPERLINK "http://www.uncp.edu/dss/policies/html/faqfaculty.htm" http://www.uncp.edu/dss/policies/html/faqfaculty.htm  HYPERLINK "http://www.uncp.edu/dss/faculty/syllabistatement.htm" http://www.uncp.edu/dss/faculty/syllabistatement.htm. Honor Code {reword as desired}: The Department of English and Theatre endorses the principles of the Academic Honor Code, as explained in the University Catalog and the Faculty Handbook; the graduate version of this Code is in the Graduate Student Handbook . Plagiarism is a serious offense, and will result in significant academic sanctions. Note that an F in a graduate course will prevent you from receiving a degree. 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