1 Illinois State University Curriculum & Instruction 292.

01: Clinical Experience I Fall 2011 WIH 128 Instructor: Office: Tami R. Dean, M.A., ABD Office Hours: by appointment/online 243 DeGarmo Hall (O) 309-438-5120 (C) 309-212-5732 for clinical notification only Email: trdean2@ilstu.edu Skype: tami.dean

Course Overview. Early Childhood Education Clinical I: Placement in infant/toddler and pre-school settings. As the students are studying various early childhood curriculum models and programs in 0-5 year old settings in their coursework on campus, they will have a practical application component in a clinical setting. Clinical Seminars. Several clinical seminars will be offered to provide students with clarification, expectations, and support to enhance the clinical experience. These seminars will be conducted during regularly assigned class times (M/W 8:30-11:30am) on campus. The majority of the seminars will take place at the beginning of the semester, prior to starting your on-site placement. Further, two seminars will take place in the time between your infant/toddler and preschool placements. The last seminars will take place during finals week. These three seminars will provide opportunities for debriefing, sharing, and further clarification of expectations and progress. Placement Assignments. Placement assignments will be given on the first day of class. Each student is responsible for arranging their own transportation to and from the clinical placement site. Carpooling is strongly encouraged. Please see me if you have any concerns regarding transportation. Time Requirements. The time designed for your clinical placement is intended to provide a set number of hours interacting directly and indirectly with the children at your placement site. This course requires a minimum of 50 hours (20 hours with infants/toddlers and 30 hours with preschoolers) at your placement sites. You will need to make up the hours you miss if it does occur. Please see me if you have any concerns regarding your field experience hours. Required Reading. Browne, K., & Gordon, A. (2009). To teach well. Upper Saddle River, NJ: Pearson. Course Objectives. Concurrently with work in C & I 271 and 278, students will: Illinois Professional Teaching Standards 1B, 1C, 1D, 1E, 1F, 1G, 1H, 1J, 1L, 2A, 2B, 2D, 2H, 2J, 2Q, 3C, IPTS-ECE

Course Objective 1. Demonstrate an understanding of the terminology, issues, professional groups and programs in Prekindergarten education

NAEYC Standard(s) 1.1, 1.2, 1.3, 4.1, 4.2, 4.3, 4.4, 5.1, 6.4

1A, 1B, 1C, 1D, 1E, 2A, 2B, 2C, 2D, 2E, 2F, 2G, 2H, 2I, 2J, 2K, 2L, 2M, 2N, 2O, 2P, 2Q, 2R, 3A, 3B, 3C, 3D, 3E, 3F, 3G, 3H, 3I, 3J, 3K, 3L, 3M, 3N, 3O, 4A, 4B,

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2 5A, 5B, 5C, 5G, 5H, 5I, 5N, 6A, 6B, 6C, 6D, 6E, 6F, 6G, 6H, 6I, 6J, 6L, 6M, 6N, 6O, 6P, 6Q, 6R, 6S 1B, 1C, 1D, 1E, 1F, 1G, 1H, 1J, 1L, 2A, 2B, 2J, 3C, 5A, 5B, 5C, 5G, 5H, 5I, 5N 1A, 1B, 1C, 1D, 1E, 1F, 1G, 1H, 1J, 1L, 2A, 2B, 2C, 2D, 2E, 2H, 2J, 2Q, 3C, 5A, 5B, 5C, 5G, 5H, 5I, 5N, 6A, 6B, 6C, 6D, 6E, 6F, 6G, 6H, 6I, 6J, 6L, 6M, 6N, 6O, 6P, 6Q, 6R, 6S, 8A, 8D, 8E, 8K, 8P, 8Q, 9Q 4C, 4E, 5A, 5B, 5C, 5D, 5E, 5F, 5G, 5H, 5I, 5J, 5K, 5L, 6A, 6B, 6C, 6D, 6E, 6F, 6G, 6H, 6I, 6J, 6K, 7A, 7B, 7C, 7D, 7E, 7F,8A, 8B, 8C, 8D, 8E, 8H, 8I, 8J, 8N, 8O, 9A, 9B, 9C, 9D, 9E 1A, 1B, 1C, 1D, 1E, 2A, 2B, 2C, 2D, 2E, 2F, 2G, 8A, 8B, 8C, 8D, 8E, 8J, 9A, 9B, 9C, 9D, 9E, 10E, 10F, 10G, 10H, 11B, 11C, 11D, 11E, 11G, 11H, 11I, 11J, 12A, 12B, 12C, 12D, 12E, 12F, 12G, 12H, 13A, 13B, 13C, 13D, 13E, 13F, 13G, 13H, 13I, 13J, 13K, 13L 1A, 1B, 1C, 1D, 1E, 2A, 2B, 2C, 2D, 2E, 2F, 2G, 2H, 2I, 2J, 2K, 2L, 2M, 2N, 2O, 2P, 2Q, 2R, 3A, 3B, 3C, 3D, 3E, 3F, 3G, 3H, 3I, 3J, 3K, 3L, 3M, 3N, 3O, 4A, 4B, 4C, 4E, 5A, 5B, 5C, 5D, 5E, 5F, 5G, 5H, 5I, 5J, 5K, 5L, 5K, 5L, 6A, 6B, 6C, 6D, 6E, 6F, 6G, 6H, 6I, 6J, 6K, 7A, 7B, 7C, 7D, 7E, 7F, 8A, 8B, 8C, 8D, 8E, 8F, 8H, 8I, 8J, 8L, 8N, 8O, 9A, 9B, 9C, 9D, 9E, 9F, 9G, 9H, 9I, 10A, 10B, 10C, 10E, 10F, 10G, 10H, 11B, 11C, 11D, 11E, 11G, 11H, 11I, 11J, 12A, 12B, 12C, 12D, 12E, 12F, 12G, 12H, 13A, 13B, 13C, 13D, 13E, 13F, 13G, 13H, 13I, 13J, 13K, 13L, 14D, 14F, 14H, 15A, 15B, 15E, 15F, 15G, 15I, 15K, 16F, 16I, 17A, 17D, 17E, 17F, 17G, 17I, 17K, 17M 1A, 1B, 1C, 1D, 1E, 2A, 2B, 2C, 2D, 2E, 2F, 2G, 2H, 2I, 2J, 2K, 2L, 2M, 2N, 2O, 2P, 2Q, 2R, 3A, 3B, 3C, 3D, 3E, 3F, 3G, 3H, 3I, 3J, 3K, 3L, 3M, 3N, 3O, 4A, 4B, 4C, 4E, 5A, 5B, 5C, 5D, 5E, 5F, 5G, 5H, 5I, 5J, 5K, 5L, 6A, 6B, 6C, 6D, 6E, 6F, 6G, 6H, 6I, 6J, 6K, 7A, 7B, 7C, 7D, 7E, 7F, 8A, 8D, 8E, 8H, 8I, 8N, 8O, 9A, 9B, 9C, 9D, 10A, 10B, 10C, 10E, 10F, 10G, 10H, 11B, 11C, 11D, 11E, 11G, 11H, 11I, 11J, 12A, 12B, 12C, 12D, 12E, 12F, 12G, 12H, 13A, 13B, 13C, 13D, 13E, 13F, 13G, 13H, 13I, 13J, 13K, 13L, 17A, 17D, 17E, 17F, 17G, 17I, 17J, 17K, 17M 1A, 1B, 1C, 1D, 1E, 2A, 2B, 2C, 2D, 2E, 2F, 2G, 2H, 2I, 2J, 2K, 2L, 2M, 2N, 2O, 2P, 2Q, 2R, 3A, 3B, 3C, 3D, 3E, 3F, 3G, 3H, 3I, 3J, 3K, 3L, 3M, 3N, 3O, 4A, 4B, 4C, 4E, 5A, 5B, 5C, 5D, 5E, 5F, 5G, 5H, 5I, 5J, 5K, 5L, 6A, 6B, 6C, 6D, 6E, 6F, 6G, 6H, 6I, 6J, 6K, 7A, 7B, 7C, 7D, 7E, 7F, 8A, 8B, 8C, 8D, 8E, 8H, 8I, 8J, 8N, 8O, 9A, 9B, 9C, 9D, 9E, 10A, 10B, 10C, 10E, 10F, 10G, 10H, 11B, 11C, 11D, 11E, 11G, 11H, 11I, 11J, 12A, 12B, 12C, 12D, 12E, 12F, 12G, 12H, 13A, 13B, 13C, 13D, 13E, 13F, 13G, 13H, 13I, 13J, 13K, 13L,

2. Explain the value of play-based curriculum which is developmentally appropriate for infants, toddlers, and preschoolers and apply this knowledge to the writing of lesson plans 3. Plan and implement developmentally appropriate curriculum to be used with infants, toddlers, and preschoolers in literacy, mathematics, science, social studies, art, and music in consultation with other professionals and parents.

1.1, 1.2, 1.3, 4.1, 4.2, 4.3, 4.4,

1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 6.4

4. Plan programs and environments that support sound health, safety, childhood illnesses, diseases, and nutrition.

1.1, 1.2, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 5.4

1J, 2A, 2B, 2C, 2D, 2H, 2J, 2Q, 3C, 5A, 5B, 5C, 5G, 5H, 5I, 5N, 6A, 6B, 6C, 6D, 6E, 6F, 6G, 6H, 6I, 6J, 6L, 6M, 6N, 6O, 6P, 6Q, 6R, 6S

5. Identify developmentally appropriate indoor and outdoor learning environments for infants, toddlers, and preschoolers.

1.1, 1.2, 1.3, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 6.1

1B, 1C, 1D, 1E, 1F, 1G, 1H, 1J, 1L, 2A, 2B, 2D, 2H, 2J, 2Q, 3C, 5A, 5B, 5C, 5H, 5I, 5N, 6A, 6B, 6C, 6D, 6E, 6F, 6G, 6H, 6I, 6J, 6L, 6M, 6N, 6O, 6P, 6Q, 6R, 6S

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3 16A, 16B, 16D, 16E, 17A, 17D, 17E, 17F, 17G, 17I, 17J, 17K, 17M 1A, 1B, 1C, 1D, 1E, 2A, 2B, 2C, 2D, 2E, 2F, 2G, 2H, 2I, 2J, 2K, 2L, 2M, 2N, 2O, 2P, 2Q, 2R, 3A, 3B, 3C, 3D, 3E, 3F, 3G, 3H, 3I, 3J, 3K, 3L, 3M, 3N, 3O, 4A, 4B, 4C, 4E, 5A, 5B, 5C, 5D, 5E, 5F, 5G, 5H, 5I, 5J, 5K, 5L, 6A, 6B, 6C, 6D, 6E, 6F, 6G, 6H, 6I, 6J, 6K, 7A, 7B, 7C, 7D, 7E, 7F, 8A, 8B, 8C, 8D, 8E, 8F, 8H, 8I, 8J, 8L, 8N, 8O, 9A, 9B, 9C, 9D, 9E, 9F, 9G, 9H, 9I, 10A, 10B, 10C, 10E, 10F, 10G, 10H, 11B, 11C, 11D, 11E, 11G, 11H, 11I, 11J, 12A, 12B, 12C, 12D, 12E, 12F, 12G, 12H, 13A, 13B, 13C, 13D, 13E, 13F, 13G, 13H, 13I, 13J, 13K, 13L, 15A, 15B, 15E, 15G, 15I, 15K, 17A, 17D, 17E, 17F, 17G, 17I, 17J, 17K, 17M 1A, 1B, 1C, 1D, 2I, 2J, 2K, 2L, 2M, 2N, 2O, 2P, 2Q, 2R, 3A, 3B, 3C, 3D, 3E, 3F, 3G, 3H, 3I, 3J, 3K, 3L, 3M, 3N, 3O, 4A, 4B, 4C, 4E, 5A, 5B, 5C, 5D, 5E, 5F, 5G, 5H, 5I, 5J, 5K, 5L, 6A, 6B, 6C, 6D, 6E, 6F, 6G, 6H, 6I, 6J, 6K, 7A, 7B, 7C, 7D, 7E, 7F, 8F, 8H, 8I, 8L, 8N, 8O, 9C, 9D, 9F, 9G, 9H, 9I 11F, 14M

6. Plan a developmentally appropriate schedule for infants, toddlers, and preschool aged children with parental input

1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3,

1A, 1B, 1C, 1D, 1E, 1F, 1G, 1H, 1J, 1L, 2A, 2B, 2C, 2D, 2E, 2H, 2J, 2Q, 3C, 5A, 5B, 5C, 5G, 5H, 5I, 5N, 6A, 6B, 6C, 6D, 6E, 6F, 6G, 6H, 6I, 6J, 6L, 6M, 6N, 6O, 6P, 6Q, 6R, 6S, 8A, 8D, 8E, 8K, 8P, 8Q, 9Q

7. Explain the essential roles parents play in Pre-K education settings.

2.1, 2.2, 2.3, 5.1, 5.2, 5.3, 5.4

1A, 2C, 2D, 2E, 2H, 2J, 2Q, 6A, 6B, 6C, 6D, 6E, 6C, 6D, 6E, 6F, 6G, 6H, 6I, 6J, 6L, 6M, 6N, 6O, 6P, 6Q, 6R, 6S, 8A, 8D, 8E, 8K, 8P, 8Q, 8Q

8. Participate in field experiences in birth to five settings

7.1

Course Description. I. Prerequisites a. Concurrent enrollment in C& I 271 II. Performance Requirements a. Infant/toddler Lesson Plan will be developed and implemented b. Preschooler Lesson Plan will be developed and implemented c. Learner Demographic Analysis (LDA) will be completed for the 3-5 years old placement site Professionalism a. Attendance is required b. Professional attitude c.Appropriate dress Observations a. Two formal observations by the instructor (infant/toddler lesson; preschooler lesson) b. Periodic informal observations by the instructor-frequency determined by schedule and needs c.Ongoing informal observation by classroom teacher(s). Evaluations

III.

IV.

V.

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4 a. Two final clinical evaluations (the orange doc): one for infant/toddler field experience and one for 3-5 field experience. Each evaluation form has to be filled out by the classroom teacher and signed by you and the classroom teacher. b. Clinical experience documentation form (the blue doc): please make sure you and your classroom teacher (infant/toddler teacher and preschool teacher respectively) both fill out the form. c.Observation time sheet to be filled out by you. VI. Grading Students must receive a C or better in C&I 292. If the student does not receive a C or better, he/she will have to retake the course. The grading will be based on a 400 point system. The weight of these factors will be as follows: Assignments Points 1. Infant/toddler lesson plan 2. Infant/toddler lesson implementation 3. Infant/toddler lesson post reflection 4. Learner Demographic Analysis 5. Preschooler lesson plan 6. Preschooler lesson implementation 7. Preschooler lesson post reflection 8. Reflective Journal (5pts/week) 9. Participation/Professionalism 30 30 15 40 30 30 15 50 60 A B C D F 93% - 100% 84% - 92% 75% - 83% 66% - 74% 65% and below Grade

VII. Explanation of Assignments and Expectations Illinois State University has a historic and enduring commitment to prepare teachers and other school personnel who will be responsive to the ethical and intellectual demands of a democratic society. To teach in a democracy is to consciously take up the challenge of improving the ethical and intellectual quality of our societal dialogue by including in it as many educated voices as possible. For more information about ISUs Conceptual Framework, please visit: http://www.teachereducation.ilstu.edu/councilforteachered/democraticideal.shtml Please make sure your work reflects your commitments. As a practicum, C&I 292 supports this mission by providing students with an opportunity to apply all the ethical and intellectual commitments in a realistic setting.

1.

Infant/toddler Lesson Plan & 2. Infant/toddler Lesson Implementation Each student will develop a lesson plan geared toward one or more of the children in their placement classroom in consultation with the cooperating teacher. This activity should be based on the developmental level of the child/children selected, and needs to reflect developmentally appropriate, best practices as discussed in C&I 271. After being reviewed by the cooperating teacher and with any necessary revisions, the

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5 student will submit a copy of the lesson to the instructor at least 2 weekdays days prior to the scheduled observation date to get feedback. On the day when the student will be observed, the student is required to hand a revised copy of the lesson to the instructor. Each student is required to reflect on the lesson he/she teaches. Individual conferences will be scheduled so that the student can receive feedback regarding lesson implementation.

3.

Infant/toddler Lesson Post Reflection & 7. Preschooler Lesson Post Reflection After implementing the lesson, each student will reflect upon the experience and answer the following questions (but are not limited to):

Your post-reflection will be narrative in form and will make explicit your thought processes and decision-making during and after your lesson. In this post-reflection, you will articulate the following: 1. Implementation: What were you thinking as your lesson progressed? What revisions did you make to the plan made in-the-moment of teaching? Why did you make these changes? What went well and why? What didnt go so well and why? 2. Student Learning: What did your student learn during this lesson? What evidence do you have of this learning? What was your role in the outcome of this learning experience? What role did your choice and implementation of instructional practices have on student learning? How could I change this lesson in the future to promote increased student learning and/or engagement? 3. Yourself as a Teacher: What strengths did you see in your teaching? What did you do really well? What didnt go so well? What do you feel you need to improve upon? What did you learn about yourself as a teacher through this lesson? How will you use the learning about teaching acquired through this lesson to improve your future practice?

The completed reflection should include details indicating thorough and thoughtful self evaluation. Emphasis will be placed on how well and in depth you reflection on the the questions above. You should avoid answering the questions in a list-like fashion. You are writing a narrative.

Post-reflections are due two class periods after your observed lesson.

4. Learner Demographic Analysis

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6 Students will post their Learner Demographic Analysis in Livetext under 1st Child Growth & Development Additional Entry in Child Growth & Development (NAEYC 1). ECE Assessment #18: Learner Demographic Analysis NAEYC Standards IPTS Conceptual Framework Assessment Guidelines Assessment Task Students will use available classroom, building, and community to develop a demographic analysis of the learners in the clinical setting to provide context for students learning and inform their teaching and assessment activities in the classroom. Details The full assignment will be a paper of approximately 3-5 pages in length as follows: Part I The Facts (10pts) The first part of this assignment requires students to become familiar with the larger context in which their clinical children learn. During the first few weeks of the clinical experience, the student will gather information and statistics about the center and the community by using online resources, such as community and building. Other sources, including primary sources such as interviews and attending a board meeting, are also encouraged. This information will become the first part of the analysis, approximately 1-2 pages in length. In order to assist you to learn about and reflect about the students, seek out the following information (for both center (as a whole) and your assigned classroom: 1. 2. 3. 4. 5. 6. 7. Gender: Socioeconomic backgrounds: Ethnic/cultural backgrounds: Language backgrounds Family structures: Ability levels (including gifted and special education): Classroom (brief description of physical environment and include location of first aid kit and procedures for emergencies) 8. Description of community (environment and resources) Part II The Comparison (10pts) The second part of this assignment requires students to compare these wider demographics (e.g. center/ school building) with the composition of the actual class (your classroom) in which the clinical experience is taking place. To do this, students will observe the makeup of the class and draw comparisons. For instance, the teacher/student ratio of the class may or may not reflect the districts (centers) stated ratio. Give specifics. This comparison becomes the second part of the analysis, approximately 1 page in length. Part III The Analysis (10pts) The last part of this assignment requires students to analyze how this information affects their teaching in this particular class, and how it might inform their teaching in the future. What implications for teaching might this specific information hold? How does knowing data such as this inform your teaching? How does knowing about the learning community at various levels impact future teaching? This final section will be approximately 1 page in length.

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7 ***You are expected to add a rationale for LDA. Please make sure you include the following: Address what you learned from the assignment being used as evidence. Identify what NAEYC and IPT standards were addressed by the assignment. Describe how the assignment demonstrated your ability to meet the chosen standard(s). Describe how your thinking has changed as a result of completing this assignment. 5. Preschooler Lesson Plan (3- 5 placement) & 6. Preschooler Lesson Implementation Each student will develop a preschooler lesson and will be required to implement this plan with a group of young children (3 5 years old). Each student needs to work with his/her classroom teacher(s) to develop the lesson that fits into the current curriculum in that classroom setting. You may choose to teach any subject area such as math, language arts, social studies, science, music, arts and crafts. The lesson plan should be emailed to the instructor at least two weekdays in advance to get feedback. This lesson then will be observed by the instructor. On observation date, each student is required to hand the hard copy of the lesson to the instructor. Individual conference will be scheduled so that the student can receive feedback regarding lesson implementation.

7. Reflective Journal This assignment intends to promote critical thinking and reflective teaching. Students are required to reflect upon the clinical experiences on a weekly basis via a blog. Our course blog can be found at: http://kidblog.org/fall2011292/ It may include but is not limited to: what you learned, what you observed, your strengths and weaknesses, what you may do differently (e.g., dealing with your cooperating teacher, dealing with your students) in the next clinical experience, thoughts, questions, etc. You also need to incorporate the course reading (To Teach Well) when you reflect on your field experience when relevant. You will write your reflections in the course blog weekly. These must be posted by Thursday at midnight. You will also be required to read the post by your classmates and engage in thoughtful discussion/questions, etc. by posting comments to at least two of your classmates posts. Your responses must be posted by the follwing Monday at midnight. Be mindful of posting on time! 8. Participation/Professionalism It is expected that student will attend and be on time for all seminars on campus, and their clinical placements. Students are expected to be fully engaged in the activities and discussions in the course, on the blog, and at their clinical sites at all times. It is expected that you will be professional in all areas including: dress, demeanor, attitude, etc. Points will be based on the feedback from your cooperating teacher(s) as well as my personal observations (informal and formal). Clinical Course Policies. Clinical course are assigned 2 hours and 50 minutes twice per week. The intention is that the student will work with the site and cooperating teacher to interact with the children. Students are not allowed to deviate outside of the assigned clinical times, bank hours for future use, or change their schedule weekly. The established schedule should be submitted to the course instructor the first week. Changes from the schedule should only happen in an emergency and with prior consent of the clinical instructor.

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8 ATTENDANCE: If you are going to be absent it is your responsibility to contact the clinical course instructor, the school, and the cooperating teacher. All missed hours must be made up in order to meet course requirements. The only days which do not need to be made up are holidays when the clinical site is closed and ISU holidays. School In-Service Days/ Parent Teacher conferences: On these days students should do one of the following: 1) If invited to attendattend and fully participate 2) If not invited work with the cooperating teacher to plan what you could do during that time (e.g., set up / planning for next week, etc) 3) If the teacher has nothing planned for you to do---the time will need to be made upinform the clinical supervisor. Dress Code- You will be sent home from the clinical site for inappropriate dress as well as receive a disposition in regard to professional behavior. This is a professional clinical experience and you should dress accordingly. Both tops and pants should not be too low cut (i.e. if you bent over and crawled on the floor no waist area or chest area flesh would be exposed) Nothing see through or too tight Ask for the schools dress policy when you begin. There may be other expectations in addition to these minimum standards. (i.e. sweatshirt day, jeans day, etc) Punctuality You must be on time and prepared to greet children and assist in learning activities at the time designated. So arrive early, put away things etc. Do not use clinical time to prepare lessons etc that should be done outside of the clinical experience. Problems with punctuality and attendance will result in a dispositional concern. Confidentiality - Issues that arise in a classroom or school whether it is with faculty, administrators, parents or children should be tactfully kept confidential. Gossiping outside of the classroom or in the break room can lead to huge problems and hurt professional relationships. Please make sure you do not put your students pictures on your Facebook, My Space, etc. Late Assignments- All assignments are due at the date and time specified by the instructor. No late work will be accepted unless the student has received an extension from the instructor prior to the time the assignment is due.

Meeting Course Requirements All required work in this course must be submitted to the instructor in order to meet course objectives (even if the assignment is late to the point that all point value is lost). Students will receive a grade of F for the course if all course assignments have not been fulfilled.

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9 Special Needs Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall or 438-5853 (voice) or 438-8620 (TTY). Academic Integrity Policy/Plagiarism Students are expected to be honest in all academic work. A students name on any academic exercise (theme, report, notebook, paper, examination) shall be regarded as assurance that the work is the result of the students own thought and study. Please refer to the Universitys Academic Integrity Policy in the Student Code of Conduct found in the Student Handbook, Policy IIIB. Violations of the Academic Integrity Policy as defined in the code of conduct will result (at a minimum) in zero points for that particular assignment and referral t the appropriate institutional office for disciplinary action. http://www.deanofstudents.ilstu.edu/about_us/crr.shtml Professional Conduct and Dispositions Teacher candidates are expected to demonstrate the following behaviors related to professional disposition while participating in classes and in interactions with peers, faculty, or staff. If dispositional concerns arise, they will be formally submitted to the Teacher Education Center by the faculty member for resolution by the student. Teacher candidates will not be graded directly on disposition indicators unless faculty or staff identifies major concerns. However, grades in courses are often indirectly impacted by disposition issues. As a proactive, self-reflective exercise, students are encouraged to complete a self-evaluation using the following checklist and to establish goals in those areas in which they feel they may not yet be strong. Collaboration: The ability to work together, especially in a joint intellectual effort Cooperates with others Makes contribution to group effort Shares information and materials with others Assists peers Supports decisions of group willingly, even if different from own Volunteers to participate in group effort Supports work of others Plans and sets goals and priorities with others Establishes professional goals that are aligned with those of the organization Makes relevant contributions to discussions Honesty/Integrity: The ability to demonstrate truthfulness to oneself and to others; demonstrate moral excellence and trustworthiness Maintains confidentiality of students/colleagues Models moral behavior expected of both teachers and learners in an educational setting Communicates without intent to deceive Demonstrates ethical behavior Makes decisions based on honesty and integrity Gives credit to others when using their work Respect: The ability to honor, value, and demonstrate consideration and regard for oneself and others Considers opinions of others with an open mind Listens attentively to others in a variety of contexts Demonstrates a warmth, friendly, and caring manner to others Interacts in a polite and respectful manner Uses appropriate language Takes care of property of others Demonstrates empathy and concern for others Displays equitable treatment of others Acknowledges perspectives of individuals from diverse cultural and experiential backgrounds

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10 Interacts appropriately in relation to cultural norms Appreciates and embraces individual differences Demonstrates positive attitudes toward diverse cultures and learners Reverence for Learning: Feeling of profound awe, respect and seriousness of intent to acquire knowledge Values knowledge, content, and experiences presented in preservice academic programs Takes initiative to expand knowledge base Values instructional time Seeks opportunities to learn new skills Uses credible and data-based sources Demonstrates enthusiasm for the subject being taught Demonstrates positive attitude toward learning Conveys high expectations for achievement Emotional Maturity: The ability to adjust one's emotional state to a suitable level of intensity in order to remain engaged with one's surroundings Uses appropriate strategies to respond to emotional and emergency situations Responds to situations professionally Uses appropriate tone of voice Initiates communication to resolve conflict Maintains emotional control Uses self-disclosure appropriately Uses appropriate non-verbal expressions Responds appropriately to actions and reactions of others Acts from a positive frame of reference most of the time Accepts feedback from others Identifies personal responsibility in conflict/problem situations Reflection: The ability to review, analyze, and evaluate the success of past decisions in an effort to make better decisions in the future Accepts and incorporates suggestions in subsequent practice Identifies own biases and prejudices Demonstrates accurate self-analysis regarding one's own strengths and weaknesses Uses reflective practices to set goals Collects accurate data and incorporates it into the reflective process Recognizes situations that call for a problem-solving approach Flexibility: The willingness to accept and adapt to change Adapts to unexpected or new situations Accepts less than ideal situations when necessary Maintains positive attitude when necessary changes occur Implements ideas suggested by others Demonstrates willingness to apply a problem-solving approach Responsibility: To act independently, demonstrating accountability, reliability, and sound judgment Accepts consequences for personal actions or decisions Submits assignments on time or follows procedures for extensions Uses sound judgment in decision making Takes action to solve problems Prepares for classes, meetings, and group work Manages time effectively Completes assigned tasks from group activities within an acceptable time frame Seeks clarification and/or assistance as needed Prioritizes work based upon established goals Returns borrowed materials in a timely manner Takes initiative to get materials and notes when absent from meetings or classes C&I 292-01 Dean, Fall 11

11 Seeks/locates needed resources Ensures accuracy of information for which he/she is responsible Gives priority to health and safety concerns of others

C&I 292-01 Dean, Fall 11