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TOWSON UNIVERSITY, COLLEGE OF EDUCATION

DEPARTMENT OF SPECIAL EDUCATION

“The College That Prepares Facilitators of Active Learning”

ECSE 452.851: Internship in ECSE Seminar


Spring 2019

Instructor Instructor
Gina D. Williams, M.Ed Jeffrey Hoffman, M.Ed
gdwilliams@towson.edu jhoffman@towson.edu
Office Hours: by appointment Office Hours: by appointment

Meeting Dates and Times: Thursdays, 5:00 p.m. to 7:40 p.m.

Class Location: TUNE Building Room 341

TOWSON UNIVERSITY COLLEGE OF EDUCATION MISSION: To inspire, educate, and prepare


facilitators of active learning for diverse and inclusive communities of learners in environments that are
technologically advanced.

TOWSON UNIVERSITY COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK: All students


should be able to identify and discuss the Conceptual Framework. It is our mission statement that is
operationalized by required content, professional and pedagogical nation, state, and institutional standards. To
review the entire document, visit the following websites:
https://www.towson.edu/coe/about/accreditation2014/overview.html and
https://www.towson.edu/coe/about/accreditation2014/documents/overview/R.I.5.c.1.pdf.

CATALOG DESCRIPTION: Seminar held in conjunction with ECSE 451. Topics include theoretical and
practical aspects of teaching, critical issues and topics, making the transition from professional pre-service
intern to professional in-service teacher. Prerequisites: Open only to ECSE majors; compliance with admission
standards; consent of department chair.

REQUIRED TEXTS:
 Tk20 Account
 Towson University Department of Special Education. (2015). Department of Special Education
Internship Handbook: A Guide for Interns, Mentor Teachers, and University Supervisors. Towson, MD.

COURSE LEARNING OUTCOMES:


The purpose of this course is to develop the knowledge and skills necessary to plan and implement
developmentally appropriate curriculum in the primary inclusive classroom. Topics will include
developmentally appropriate practice, the use of appropriate technology to help all students achieve, organizing
the learning environment, assessment, long-range individualized educational program planning and the
implementation of plans based on the curriculum.

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COURSE OBJECTIVES:
The course objectives are aligned with the current professional knowledge and skills as defined by three learned
societies: Interstate Teacher Assessment and Support Consortium (InTASC), Council for Exceptional Children
(CEC), and National Association for the Education of Young Children (NAEYC).

CEC Preparation Standards InTASC Teacher NAEYC Preparation


Standards Standards

A. Learners and Learning

1. Learner Development and 1. Learner Development 1. Promoting child


Individual Learning development and learning
Differences 2. Learning Differences

2. Learning Environments 3. Learning Environments

B. Content

3. Curricular Content 4. Content Knowledge 5. Using content knowledge to


Knowledge build meaningful curriculum
5. Applications of Content
C. Instructional pedagogy

4. Assessment 6. Assessment 3. Observing, documenting,


and assessing to support young
5. Instructional Planning and 7. Planning for Instruction children and families
Strategies
8. Instructional Strategies
4. Using developmentally
effective approaches

D. Professionalism and collaboration

6. Professional Learning and 9. Professional Learning and 2. Building family and


Ethical Practice Ethical Practice community relationships
7. Collaboration 10. Leadership and
Collaboration 6. Becoming a professional

Teachers are expected to routinely use technology to support student learning and assessment. Use of
technology has been embedded within the CEC and the InTASC standards. To ensure a clear connection
between courses taught within the College of Education and the use of technology, the College of Education
developed a standard specifically addressing technology within education (i.e., COE Standard 11). COE 11
also aligns with the Maryland Teacher Technology Standards.
https://www.towson.edu/coe/about/accreditation2014/documents/standard2/R.2.5.3.pdf

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Listed below are the specific course objectives and the specific alignment to the professional standards that are
addressed by the course.

 Demonstrate an understanding of learning theory, subject matter, curriculum development and student
development and know how to use this knowledge in planning instruction to meet curriculum goals.
(CEC 1; InTASC 1, 4; NAEYC 1)

 Develop and implement motivational, instructional and positive behavioral interventions to teach
individuals with and without exceptionalities in order to promote active learning and appropriate
behavior. (CEC 2; InTASC 3; NAEYC 4)

 Demonstrate understanding that knowledge of the learner’s physical, cognitive, emotional, social and
cultural development is the basis of effective teaching. (CEC 1; InTASC 2; NAEYC 1)

 Understand the principles of effective classroom management and use a range of strategies to promote
positive relationships, cooperation and purposeful learning in the classroom. (CEC 2; InTASC 3;
NAEYC 1)

 Demonstrate an understanding of the central concepts, structures of the discipline, and tools of inquiry
of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and
develop meaningful learning progressions for individuals with and without exceptionalities. (CEC 3;
InTASC 4, 5; NAEYC 5)

 Apply Common Core State Standards Curriculum, Student Learning Outcomes and PARCC
Assessments as they relate to internship placement. (CEC 4, 5; InTASC 6, 7, 8; NAEYC 5 )

 Consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in
the selection, development, and adaptation of learning experiences for individuals with and without
exceptionalities. (CEC 5, InTASC 7, 8; /NAEYC 4)

 Use technologies to support instructional assessment, planning and delivery for individuals with and
without exceptionalities. (CEC 5; InTASC 7,8; NAEYC 4)

 Use professional Ethical Principles and Professional Practice Standards to guide their practice. (CEC 6,
InTASC 9/ACEI 5.1)

 Collaborate to promote the well-being of individuals with and without exceptionalities across a wide
range of settings and collaborators. (CEC 7, InTASC 10/NAEYC 2)

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PROFESSIONAL BEHAVIOR POLICY:
It is expected that all interns conduct themselves in a professional manner. This includes interpersonal dealings,
conflict resolution, and managing responsibilities with field placement personnel, college faculty, and students.
The Towson University Education Program Professional Behavior Policy contains and describes these
behaviors. At the end of the policy is a form that is signed yearly and stored in each student’s file housed in the
department office. Signature on this form indicates acknowledgement of the behavior policy. Failure to adhere
to this policy may result in removal from the internship. The policy regarding continuance or removal from field
placements is included in the Internship Handbook. Severe inappropriate and unprofessional behavior in the
field placement may result in immediate removal from the internship. Inappropriate use of social media is
addressed in the professional behavior policy as well. Infractions will be addressed accordingly.

ESSENTIAL DISPOSITIONS FOR EDUCATORS:


At Towson University, we recognize the importance of preparing candidates who are worthy to join the
education profession. All students enrolled in the Professional Education Unit programs are expected to
develop a professional conscience by demonstrating important human characteristics and dispositions necessary
to work with diverse and inclusive communities of learners. Following is a list of dispositions, including
important diversity proficiencies, which have been identified as core behaviors expected of all graduates of all
Unit programs. As candidates progress through coursework and field experiences, they are expected to
demonstrate increased understanding and eventual mastery of these dispositions.

Commitment to Professional Practice


The successful candidate:
o Respects and models high academic standards, and demonstrates proficiency in academic writing
and professional oral presentation.
o Demonstrates a repertoire of pedagogical skills that develop all students’ critical and
independent thinking, and performance capabilities.
o Uses ongoing assessment as an integral part of the instructional process.
o Reflects on practice regularly in order to improve student learning.
o Makes decisions based on ethical and legal principles, including respect for confidentiality.

Caring for the Success and Well-being of All Students


The successful candidate:
o Believes that all students can learn and persists in facilitating their success.
o Accepts and demonstrates responsibility for improving learning for all students.
o Values co-operation with colleagues, students, and families by respecting their views on
improving student achievement.
o Models the virtues of an educated person, including the drive to work hard and become flexible.
o Demonstrates culturally responsive teaching and celebrates cultural differences.

Collaboration with Colleagues and Stakeholders


The successful candidate:
o Establishes and contributes to a positive learning climate for all students.
o Engages in continual learning and discussion with other professionals.
o Recognizes families, colleagues, and supervisors as partners in teaching and learning by creating
opportunities to involve them in instructional decisions.
o Seeks expert knowledge in order to improve teaching and learning.
o Accepts suggestions and implements changes to improve professional practice

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COURSE POLICIES:
In the event of inclement weather, please look for the possible announcement of closing that will be
posted on the Harford County Public Schools Website. If Harford County Public Schools are closed or
dismissed early, seminar will not be held.

Attendance and Participation: Per the 2017-2018 Academic Undergraduate Catalog, students are expected to
attend all classes and actively participate in all class sessions. Prior notification of intended absence to the
instructor is required. Punctuality is also expected, and the student is expected to remain for the entire class
period. Habitual tardiness, excessive early departures and/or lack of participation will result in a loss of final
grade points. Missing one or more class sessions (without being excused and accompanied by appropriate
documentation) will result in a loss of final grade points. Please refer to the Academic Undergraduate Catalog to
view the university policy for excused absences, which can be viewed at
http://catalog.towson.edu/undergraduate/academic-policies/class-attendance-absence-policy/.
Absences will only be excused for extreme emergencies (e.g. medical illness with medical documentation,
death in immediate family, natural disaster, medical emergency requiring hospitalization). In the event of an
emergency, interns are expected to contact their university supervisor via email IMMEDIATELY. Absences
require documentation upon the day of return to the class.
Early dismissals will not be granted except in the case of extreme emergencies. Missing one or more days
(without being excused and accompanied by appropriate documentation) will result in a lowering of the course
grade. Below are specific grade deductions that will be administered as per unexcused absence(s).
Due to the importance of seminar, do not schedule interviews with principals, human resource officers or area
coordinators during seminar class time.

Each non-excused absence 3 point deduction from


final grade
Each non-excused late arrival 3-point deduction from
to class final grade
Each non-excused early 3-point deduction from
dismissal from class final grade

The student is responsible for obtaining all notes, handouts, and assignments from classmates when
absent.

 In the event of an absence or need to miss part of a class session, you are expected to inform the
instructor as soon as possible prior to the absence and obtain class notes from a classmate.
 Missed work due to an excused absence, according to Towson University’s attendance policy, will be
allowed to be made up.
 If you are absent when an assignment is due, it is your responsibility to submit the assignment on time,
unless prior arrangements have been made with the instructor.

Web-Enhanced Course: All students will be required to log on to the Blackboard website to access the
syllabus and to obtain updates, handouts and resources. Students should either have electronic access to all
Blackboard handouts or bring a hard copy with them to class. Hard copies of all handouts and other related

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materials will not be provided during class sessions; therefore, students must make arrangements to access them
electronically. All grades will be posted in the Blackboard Grade Center.

Throughout the course, students will also use Tk20 to complete a variety of course requirements. Students will
use the Tk20 online platform to:
(a) Log internship hours to be approved by the mentor teacher
(b) Complete the ECSE 452 signature assessments (Evidence of Student Learning and Positive Behavior
Support Plan)
(c) Upload other required components of the Professional Portfolio (professional photo, introduction,
Resume′, ESL, PBSP, and IEP)

Email Communication: All electronic communication regarding this course will be through the student’s
Towson University email account only. All email communication to the instructors will be written in a
professional format. Emails will contain a professional greeting and complete sentences which will be free
of spelling errors and grammatical mistakes. Unprofessional emails will not be addressed by the
instructors.

Due Dates/Late Assignments: Students must submit all signature assessments on time due to the timeline
necessary to prepare for portfolio review, final evaluations, and graduation. Students who are struggling to
complete any assignments by the required due dates must contact the instructor well in advance of the due date
to discuss a plan. Any changes to due dates, as posted on the tentative course schedule, will be discussed
throughout the semester. Late submissions will result in a penalty of a 2-point deduction each day not
submitted.
Professionalism: It will be expected that all students in this course will conduct themselves in a professional
manner. This includes interpersonal dealings, conflict resolution, and managing responsibilities with college
staff, fellow students, and guests.
Assignment Standards: Students are expected to apply professional standards to all written and electronic
communication. All assignments must adhere to American Psychological Association (APA), Sixth Edition
style, be neatly typed, and double-spaced using Times New Roman 12 pt. font. Proofread your work and correct
all spelling, grammar and punctuation errors. Always make a copy of your work for your records before
submitting the original. You are expected to use Person First language, (e.g., not “disabled students”, but
“students with disabilities;” for more information on the use of Person First language, see
https://www.disabilityisnatural.com/people-first-language.html

Writing Standards: The standard format for any written work in the College of Education is APA (6th ed.),
unless otherwise indicated by the instructor. If you are unfamiliar with APA, it would benefit you to purchase
the Publication Manual of the American Psychological Association (6th ed.) and to access the Towson
University Library site which provides a summary of this referencing information. You can access tutorials to
learn APA format at http://apastyle.apa.org/learn/. Also, the Cook Library has helpful resources related to APA
available on their website at http://cooklibrary.towson.edu/. All work produced outside of class must be typed
and in APA (6th ed.) format, unless otherwise noted.
While the additional resources listed above may be helpful, they should not be considered a substitute for
directly consulting the APA manual (6th ed.).

Conferences: The instructors are available for conferences by appointment. It is recommended that students
who feel they are having difficulty with the course or may need clarification meet with the instructor(s) as early
as possible.

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Incomplete (I): The grade of (I) is assigned at the end of the term because of verifiable medical reasons or
other documented circumstances beyond the control of the student. Unless the course is completed within 180
days, the grade becomes an F unless changed to another letter grade. It is the responsibility of the student to
make arrangements to complete course requirements to change the grade of (I).

Repeating a Course: Students may not repeat the course more than once without prior permission from the
Academic Standards Committee.

Withdrawals: The last day to withdraw with a grade of “W” is posted on the Towson University website. It is
the student’s responsibility to verify this information.

Academic Integrity Policy: Honesty & Behavior Policy: All students are expected to adhere to the Student
Code of Conduct as outlined in the student policy book and summarized in the Student Handbook. Plagiarism
and cheating are not acceptable behaviors. Academic Integrity: Students in this course are expected to exhibit
academic integrity at all times. Be aware that plagiarism is presenting someone else's work as your own or
presenting previous work of your own as new work. Whether the act is deliberate or unintentional is
irrelevant. You must take great care to give credit to an author when you borrow either exact words or ideas.
Generally, if you use 4 or more consecutive words from a document, you should use quotation marks and a
proper citation. Academic dishonesty will be reported to the appropriate authorities and handled as outlined in
your student handbook. Students are encouraged to consult the website below for specific details.
http://www.towson.edu/provost/resources/studentacademic.asp

Diversity Statement: Diversity is a broad, dynamic term that includes, but is not limited to, ethnicity, race,
gender, socioeconomic status, exceptionality, language, religion, sexual orientation, gender identity, and
geographical location. Our values, beliefs, customs, and behaviors are shaped by any one or any combination of
these attributes.

The lens through which our perceptions of diversity are constructed continuously change as a result of not only
the context within which diversity is examined but also the evolving of our individual sense of self.
The Department of Special Education at Towson University recognizes the importance of diversity in the
development of the knowledge, skills, and dispositions required of professional educators. Each course within
the department provides students in teacher preparation programs with various information, activities, and
assignments to guide them in developing the knowledge, skills, and dispositions that will enable them to work
within diverse communities.

MSDE Institutional Performance Criteria for Diversity: Programs prepare professional educators to teach a
diverse student population (ethnicity, socio-economic status, English Language Learners [ELL], giftedness and
inclusion of students with special needs in regular classrooms).
a. The program provides instruction to, and assesses proficiency of, teacher candidates in developing and
implementing integrated learning experiences for diverse student
b. The program provides instruction to, and to assesses proficiency of, teacher candidates in planning
instruction, adapting materials, implementing differentiated instruction, and to provide positive behavior
support for students with disabilities in an inclusive classroom
c. The program provides instruction to, and assesses proficiency of, teacher candidates in how to differentiate
instruction for English Language Learners (ELL)
d. The program provides instruction to, and assesses proficiency of, teacher candidates’ in how to differentiate
instruction for gifted and talented students
e. The program provides instruction to, and assesses proficiency of, teacher candidates in how to collaboratively

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plan and teach with specialized resource personnel

Within ECSE 451, interns are expected to take the diversity of their class of students into account when
planning and delivering instruction. A satisfactory student teaching experience requires that candidates “. . .
interact courteously, fairly, and professionally with people from diverse racial, cultural, and social backgrounds
and of different genders or sexual preferences” (Towson University Education Program Professional Behavior
Policy, p. 3). This includes interactions with school-based staff, university faculty, students, and families.
Within the course, the interns’ ability to the honor the diversity of their students and take this into account when
planning instruction will be evaluated through informal and formal observations, routine daily lesson planning,
and through the mentor teacher and university supervisors’ written evaluations at the end of each internship
rotation.

Americans with Disabilities Act Compliance: Towson University is committed to providing equal access to its
programs and services for students with disabilities, in accordance with Section 504 of the Rehabilitation Act of
1973 and the Americans with Disabilities Act of 1990. Disability Support Services is the office designated to
provide reasonable accommodations to students with disabilities. Students seeking accommodations must
identify themselves to DSS, request an appointment to discuss their needs, and provide DSS with up-to-
date and complete documentation of their disabilities. DSS determines what accommodations are
reasonable on a case-by-case basis, taking into account the student’s disabilities and needs, nature of learning
tasks, course standards and essential requirements of the program of study, and educational
environment. Students seeking accommodations: A memo from Disability Support Services (DSS)
authorizing your accommodation is needed before any accommodation can be made. Students with disabilities
are encouraged to register with DSS, 7720 York Road, Suite 232, 410-704-2638 (voice) or 410-704-4423
(TDD). Students who expect that they have a disability but do not have documentation are encouraged to
contact DSS for advice on how to obtain appropriate evaluation – http://www.towson.edu/dss/. Students are
encouraged to register with DSS as soon as possible after admission to the University to ensure timely
provision of services.
DSS Statement for Field Experiences/Internships: If you are a student with a disability, please be aware that
you may request accommodations for a field experience. A field experience accommodation may more closely
resemble a job accommodation rather than an academic accommodation. Field experience accommodations
require advance planning. If you will be participating in a field experience, plan to discuss whether
accommodations will be needed by contacting the DSS office as early as possible.

To summarize: If you are a student with a disability and believe you may need accommodations for this course,
please notify me with a memo from Disability Support Services (DSS). Since accommodations are not
retroactive, it is strongly recommended that you provide me with notification as early as possible in the
term. To register with DSS, or if you have questions about disability accommodations, contact Disability
Support Services at 410-704-2638, or visit the DSS office in the Administration Building, Room 232.

Course/Instructor Evaluation Procedures: Student evaluations play a crucial role in the delivery of this course.
All course evaluations will be administered online during the last two weeks of the course. You will receive an
email with a link to the website with directions on how to access the survey. It is vitally important that you
complete the survey, as the results are used to modify the course and assess our teaching. The University also
uses the results to address technology and facility needs. You can be assured that your responses will be
confidential. The results will be transmitted after the grading period and will not include any identifying
information. Any questions regarding these procedures governing its distribution and completion may be
directed to Dr. Betsy Neville, Chairperson, Department of Special Education, 410-704-4499.

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Grading Scale and Course Requirements:

Grade Grade Points Assignment Percentage


Per Credit Unit Evidence of Student Learning 25%
A = 93.5-100% 4.00 (Mrs. Williams & Mr. Hoffman)
A- = 90-93.4% 3.67 Positive Behavior Support Plan (Mrs. Williams) 25%
B+ = 87-89% 3.33
*Portfolio Review (Invited Guests) 25%
B= 83-86% 3.00
Weekly Reflections/Discussions (Mrs. Williams & Mr. 10%
B- = 80-82% 2.67
Hoffman)
C+ = 77-79% 2.33
Action Research Reflection (Mrs. Williams &Mr. Hoffman) 15%
C = 70-76% 2.00
D+ = 67-69% 1.33 Total 100%
D = 60-66% 1.00 * needed to pass the course.
F = 0-59% 0.00

*Obtaining a Satisfactory rating on the Professional Portfolio is a requirement for passing ECSE 451 and 452.
As well, both are a College of Education graduation requirement.

Planning Cycle of Evidence of Student Learning The Planning Cycle of Evidence of Student Learning
involves selecting a unit or content related group of lessons, developing an assessment plan, including pre-
assessment and post-assessment measures, analyzing student work for evidence of student achievement related
to the MCCR indicators and objectives, and reflecting and self-evaluating about the lesson process, including
teaching, and how it influenced student learning. The Planning Cycle for Evidence of Student Learning is a
required artifact for Portfolio Standard/Principle 6. Conversations during the Portfolio Assessment Review will
be centered on this required artifact, including elaboration on analysis and your positive effect on student
learning based on the evidence and data collected.
Students should consult the ECSE 452.851 Bb site for the above signature assessment directions, guidelines, and
scoring rubric. The format of this paper must follow the scoring tool included in the manual.

Positive Behavior Intervention Plan (PBIP): With the guidance of your mentor teacher, develop a positive
behavior support plan for a student who demonstrates challenging behavior. The plan should include a
definition of specific behavior, literature review of behavior strategies, data collection including motivation
survey, hypothesis of communication intent, a list and description of supports, a response plan, replacement
behaviors, and plan implementation data. You will need to gather data, share the plan with team and parent, and
collect data and documentation on the plan’s effectiveness.
Students should consult the ECSE 452.851 Bb site for the above signature assessment directions, guidelines, and
scoring rubric. The format of this paper must follow the scoring tool included in the manual.

Reflection Journal Entries: Throughout the course of the semester, you will submit 8 journal entries that will
reflect on course content/guest speakers. Specific prompts and the scoring tool for each strand will be
posted on Blackboard

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Action Research Reflection: Within ECSE, you are required to complete an action research project which
contributes to student learning in the school environment. Each intern is required to document 10 hours of work
on the project to earn credit. You will complete a reflection describing the project and its relation to student
achievement. As part of this assignment, you must also complete the required CPP paperwork related to the
COE Action Research requirements.

Electronic Portfolio Requirements (Satisfactory or Unsatisfactory): All students graduating with an


education degree at Towson University must create a professional portfolio. The professional portfolio will be
completed and formally evaluated this semester. Invited guests familiar with InTASC, CEC, and NAEYC
Standards and with the yearlong internship process will conduct the review. A satisfactory grade in ECSE 451
and ECSE 452 is contingent upon passing the formal portfolio review process. For a portfolio to be
satisfactory, a grade of 80% or higher must be obtained for the required artifacts and corresponding oral
rationales. Development of the introduction, resume, a link to the required artifact, and scores on oral rationales
shared by the raters during portfolio scoring contributes 25% of the overall seminar course grade. Examples of
possible statements regarding rationales are available in the The Department of Special Education ECSE
Internship Handbook.

ECSE Professional Portfolio Requirements

Portfolio Component Description Associated Standards

Introduction A brief paragraph describing the intern’s three professional N/A


goals and personal background. Include contact information
as well as a professional photograph.
Resume′ A professionally presented document outlining the intern’s N/A
education, related work experience, and relevant awards,
activities, or professional memberships.
Evidence of Student Learning ECSE 452 Signature Assessment CEC 1,2,3,4,5,6,7
(ESL) InTASC 1, 2,3,4,6,7,8,9,10
NAEYC 1,2,3,4,5,6

Component Points Possible Points Comments


Earned
Introduction: (4)
 Clearly describe at least 3 professional goals 3
 Clearly communicate personal background 1
Resume: Reviewers will not grade the resume. 1-Complete or
 Complete or Incomplete 0-Incomplete
ESL Oral Presentation: (15)
 Clearly links to CEC standards (at least 3) 5
 Clearly links to InTASC standards (at least 5) 5
 Clearly links to NAEYC standards (at least 3) 5
Total: 20
Comments:

Tentative Course Schedule


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Week Date Topic(s)
1 1/31/19 TOPIC: Course Overview, Resume Writing, PBIP, Portfolio Review
Mrs. Thursday  TUNE Academic Support Coordinator, Michelle Bowman
Williams o Resume writing
 ECSE 451 & 452 Syllabus
 Tk20 Overview
 Portfolio Review Overview
 PBIP Signature Assessment timeline
 Reflection: Internship Goals
2 2/7/19 TOPIC: Role of Special Educator in HCPS, Co-Teaching Models
Mr. Thursday  Guest Speaker: Missy Romano, HCPS Special Education
Hoffman  Co-Teaching models
 Reflection: Co-Teaching Models
3 2/16/19  TUNE Job Search Bootcamp Event 9:00 am
Saturday
No Thursday
Class 2/14/19
4 2/21/19 TOPIC: Managing Stress
Mr.  Presentation: Lilian Odera, Towson University Counseling Center
Hoffman  IEP – Progress Reports and data collection tools
 Reflection: Managing Stress/IEP progress report
5 2/27/19 TOPIC: HCPS Meet and Greet at Center for Educational Opportunity
Wednesday 253 Paradise Road Aberdeen, MD 21001
5:00 pm
No Thursday
Class 2/28/19
6 3/7/19 TOPIC: Instruction, Long Range Planning
Mrs. ESL Signature Assessment
Williams Reflection: ESL
7 3/13/19 TOPIC: Networking
Wednesday PBIP due on TK20 today
No Thursday  Event: Speed Networking at TUNE
Class 3/14/19
 TUNE Student Services Director, Margie Tversky
o Bring 25 copies of Resume′ with you
o Wear interview attire
8 3/21/19 -No Seminar (Towson Spring Break)
9 3/28/19 TOPIC: First Year Experience
Mr.  Q&A with First and Second Year ECSE Graduates
Hoffman  Reflection: First Year Teaching Experiences
10 4/4/19 TOPIC: Job Applications, Interview Process, First Year Experience,
Mrs. Behavior Management
Williams  Guest Speaker: Shannon Hagan and Ben Richardson, HCPS Human
Resource
 Presentation: HCPS Application Process
Reflection: Behavior Management

Week Date Topic

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11 4/11/19 TOPIC: Practicing for the BIG Interview, Danielson Overview
Mr.  Event: Mock Interviews, HCPS principals
Hoffman Reflection: Danielson Framework
12 4/18/19 ONLINE Blackboard Assignment (Choose 1)
HCPS Spring  Book Study Activity/Reflection
Break  Professional Development Activity/Reflection
 School Improvement Plan Analysis
13 4/25/19 TOPIC: Generating Your Oral Rational using the Standards
Mrs.  Professional Portfolio Requirements
Williams  ESL connecting to the standards
 Portfolio Framework on Tk20
 Understanding the Alignment of the Standards
Reflection: Alignment of Standards
14 5/2/19 TOPIC: Analysis and Reflection
 ESL Assignment due on Tk20 today!
 Portfolio Review Prep, Review, and Practice
15 5/9/19 TOPIC: Portfolio Review
 Professional Portfolio Review at TUNE
16 5/16/19 TOPIC: Celebration!
Final Exam
Last Day of Seminar!

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COURSE BIBLIOGRAPHY

American Psychological Association. (2001). Publication manual of the American Psychological


Association (5th ed.). Washington, DC: Author.

Arends, Richard. (2006). Learning to teach. New York: McGraw Hill.

Beaty, J. (2009). Preschool appropriate practices. Clifton Park, NY: Delmar Learning.

Bentzen, W. (2008). Seeing young children. (6th ed). Clifton Park, NY: Centgage Learning

Bowe, F. (2007). Early childhood special education: birth to eight. (4th ed). Clifton Park, NY:
Thomas Delmar.

Council for Exceptional Children. (2003). What every special educator must know: Ethics,
standards, and guidelines for special educators. Arlington, VA: Author.

Danielson, C. (2007) Enhancing Professional Practice: A Framework For Teaching. Alexandria,


VA: ASCD.

Gerlach, K. (2015) Let’s Team Up: A Checklist for Teachers, Paraeducators & Principals. Port
Chester, NY: DUDE.

Gestwicki, C. (2007). Home, school and community. (6th ed). Clifton, Park, NY: Centgage
Learning.

Interstate Teacher Assessment and Support Consortium. (1992). INTASC’s model standards for
beginning teacher licensing, assessment and development. Washington, DC: Author.

National Association for the Education of Young Children. (2010). NAEYC standards for early
childhood professional preparation: Initial licensure programs. Washington, DC:
Author.

Prior, J. & Gerard, M. (2007). Family involvement in early childhood: Research into Practice.
Clifton Park, NY: Thomas Delmar.

Tiedt, P., Tiedt, I. (2006). Multicultural teaching. Boston: Allyn & Bacon.

Wandberg, R., & Rohwer, J. (2003). Teaching to the standards of effective practice: A guide to
becoming a successful teacher. Boston: Bacon, Pearson Education.

Recommended Professional Journals:


Exceptional Children
Young Children
Childhood Education
Topics in Early Childhood Special Education
Exceptional Parents
Journal of Early Intervention

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