Alignment of Curriculum and Assessments to CAEP Standards Elementary Education K-6 National Science Teachers Association (NSTA) National Council for the Social Studies (NCSS) National council of Teachers of Mathematics (NCTM) International Literacy Association (ILA) Course

Title

Learning Outcomes

EDU 1200

Intro to Teaching

1. Identify and demonstrate high ethical standards. 2. Identify the requirements for obtaining a teaching license in North Carolina and the state in which the student intends to pursue employment opportunities. 3. Demonstrates an awareness of current issues in the field of education. 4. Reflect upon the attributes needed by today’s teacher to be successful in teaching diverse 5. Show an awareness of and a respect for diverse student populations. 6. Communicate effectively with students and teachers in a school environment. 7. Reflect upon their experiences in public school settings.

EDU 2100

Nature of the Learner

1. Understand the relationships between patterns of child and adolescent development 2. Discuss how developmental theory impacts teaching models and the teacher’s role in the classroom today 3. Compare and contrast the theories of major developmental theorists covered in class, such as Piaget, Vygotsky, Erikson, and Kohlberg 4. Explain the differences and similarities

Professional Standards NSTA Pre-service teacher standards 1a,1b,1c 3.b NCSS I.d-e NCTM (ELEM Math Specialist Standards)

1.4 14.1, 14.3

NSTA Pre-service Teacher Standards 1.a,b,c 3.a,c

Assignments

Assessments

1. Letter to a Teacher Licensure

Candidate Performance in Field (Midterm and Final)

2. Introductory Letter to Cooperating Teacher 3. Diversity and Social Problems 4. Current Issues in Education Reading Response 5. Learning Styles Assessment 6. Final Reflection

1. Practical Experience Placement in a public school setting for a minimum of 15 hours.   2. Research Paper that identifies the appropriate application of

NCTM (ELEM

Final Reflection

Exams, Research Paper, Candidate Performance in Field

between instructional approaches such as constructivism, discovery learning, mastery teaching, and direct instruction 5. Compare and contrast cognitive and behavioral approaches to learning 6. Demonstrate professionalism and adhere to the School of Education Code of Ethics during field placement.

EDU 2110

Intro to Educational Technology

1. Use Edmodo, Google Drive, and Google Apps as educational tools to improve professional practice, model lifelong learning, and exhibit leadership in their professional community. 2. Create an ActivInspire Flipchart and SMART Notebook lesson to demonstrate the knowledge, skills, and dispositions necessary to provide developmentally appropriate learning experiences for students. 3. Create an interactive ActivInspire flipchart to demonstrate beginning knowledge in using Common Core and Essential Standards to plan. Project/Rubric Assignment extends this lesson. Prospective teachers will develop the content knowledge and skills needed to provide relevant and rigorous instruction that emphasizes literacy, interconnected 4. Create an interactive ActivInspire Flipchart and SMART Notebook based on Common Core and Essential Standards. Students will use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning,

Math Candidate Standards)

14.1, 14.2, 14.3

NCTM (ELEM Math Candidate Standards)

6.1, 7.1, 7.2, 7.3, 7.4, 7.5, 7.6 NCSS Teacher Expectations VIII.2.a-e IX.2.c NSTA Pre-service teacher standards 1.b; 1.c; 2.a-c; 3.b; 5.a-c

instructional theory.   3. Two evening educational opportunities are required outside of class including assisting school staff members with an event hosted by a local school which is designed to involve parents and students in an educational event and attending a HPU Faculty Film Series in the HPU Cinema. Interactive Whiteboard Project

ActivInspire Rubric (Technology Hallmark Portfolio)

creativity, and innovation in both face-to-face and virtual environments. 6. Digital Citizenship and responsible use of technology

EDU 2200

The 21st Century Classroom

1. Develop an understanding of the organization, the mission, reputation, and the role of public schools in the community today.     2. Develop skills necessary for planning, teaching, and evaluating lesson plans in a content area utilizing the NC Essential Standards, the Common Core Standards, global perspectives and inclusion strategies. 3. Develop an understanding of the roles and responsibilities of a teacher within the framework of the 21st Century skills needed for today’s classrooms such as technology infused lessons.

1. Lesson Plans: Creation of NSTA Pre-service Teaching Standards 1.a-c; 2.a-c; 6.a-b NCTM (ELEM Math Candidate Standards)

Exams,

three lesson plans 2. Blogs 3. Professional Learning Community Presentation

Evaluation of PLC Presentation

7.1, 7.2, 7.4

4. Recognize and develop a collaborative membership in a professional learning community and identify the current issues in American education

EDU 3110

Educational Technology for Teachers

5. Observe, recognize, and assess the overall climate and culture of the school. 1. Create a professional online presence through the use of Blogs and Wikis 2. Create a lesson hook to engage students in learning 3. Create and upload student created videos for

NCTM (ELEM Math Candidate Standards)

6.1,7.1, 7.2, 7.3, 7.4, 7.6 NCSS Teacher Expectations IX.2.g; IX.2.e

Blogger Project Animoto Prpject

Glogster Project QR Code Project

Glogster Project Rubric (Technology Hallmark Portfolio)

lessons and teaching demonstrations 4. Utilize the social networking site Twitter and the Twitter app to create a Professional Learning Network

NSTA Pre-Service Teacher Standards 6.a,b; 1.b; 2.a-b; 3b;

Twitter Blog Symbaloo Project

5. Create a categorized webmix of educational   resources for students, teachers and parents

EDU 4200

Multicultural Education in a Diverse Society

6. Design a lesson for small group engagement 1. Understand and demonstrate an awareness and impact of multiculturalism in education. 2. Plan and implement lessons that appeal to all students, differentiate as needed, and assess in effective manners to positively impact student learning. 3. Identify current trends and impact of multicultural education as it applies to education and the community. 4. Demonstrate Leadership in Multicultural Education

NCSS Teacher Expectations IX.2.a-g

Self Assessment/Cultural Clinical Project Minority Experience Project

NCTM (ELEM Math Candidate Standards)

7.1, 7.2, 7.4 ILA (Standards for Reading Professionals) 4.1, 4.2, 4.3

Day Book Book Talks Day Book Book Talks

Exams Learner Differences Diversity Project (Cultural Clinical Rubric) Learner Differences Diversity Project (Minority Experiences Rubric)

EDU 3100

Collaboration in General Education

1. Use data to organize, plan, and set goals

RTI Project

RTI Case Study Project Score Sheet

ILA (Standards for Reading Professionals) 6.1; 6.2-6.3 2. Work Collaboratively with all stakeholders including classroom peers, school personnel and specialists to create a professional learning community

Leadership and Collaboration Project

Leadership and Collaboration Rubric

Service Learning Participation: 25 hours of additional fieldwork 3. Understand and address at least one unscripted problem that faces the Piedmont Triad by engaging the community through authentic conversation and leadership.

EDU 4134/4 4/54/64 /74

Internship I: Instructional Practices in the Elementary Setting

4. Identify complex ethical issues, entertain different perspectives on them, and evaluate one’s own position. 1. Differentiate instruction to embrace the diversity of today’s children. Diversity includes developmental, linguistic, cultural, ethnic and racial differences, as well as student learning styles. 2. Individualize instruction to meet the specific needs of learners. 3. Demonstrate the knowledge and skills needed to effectively manage students during times of active teaching and appropriately to respond to behavioral concerns in a proactive

Service Learning Participation: 25 hours of additional fieldwork

NCTM (ELEM Math Candidate Standards)

14.1, 14.2, 14.3 NCSS Teacher Expectations IV.2.a,c,f V. 2. a-f NSTA Pre-service Teacher Standards 1.a-c,

Attendance at three required oncampus seminars with the university supervisors.

Internship Formal Observation Rubric & Impact on P-12 Student Learning Checklist

Teach a minimum of two of the 5 lesson plans from the LiteracyInfused Curriculum Unit.

Candidate Internship Evaluation Rubric (Final Evaluation)

Complete a reflection following each of the two lessons taught.       Create a Professional

Reflection Rubric

Professional Development

manner. 4. Understand and teach using the North Carolina Common Core and Essential Standards.

ILA (Standards for Reading Professionals) 2.1-2.3; 4.2; 5.15.4; 6.2

5. Plan and implement ways that literacy, technology and the arts can be a vehicle for students’ understanding of social studies or science content.

Development Plan (PDP) at the conclusion of Internship I which outlines areas of needed improvement and a rationale, goals, objectives and anticipated timeline for making progress. The plan is be used by the intern to target areas of needed growth during Internship II.

Plan Rubric

Curriculum Unit Assignment

Curriculum Unit Rubric, Items 3a.1., 3c.1, 3d.1, 4d1)

6. Observe and analyze classroom practices. 7. Develop an Individual Development Plan for implementation during Internship II.

EDU 4008/ 09/10

Technology Integration for the Special Education/ Middle Grades/ Elementary Classroom

8. Demonstrates professionalism on a consistent basis 1. Create lessons incorporating technology to engage, enhance, and extend student learning

NCTM (ELEM Math Candidate Standards)

6.1,7.1, 7.2, 7.3, 7.4, 7.5, 7.6 2. To learn how to incorporate instructional strategies designed to facilitate student cooperation, collaboration and learning. 3. Use technology to collect, organize, collaborate, and report data.

Create formative assessments within instruction to help guide lesson planning. To develop the skills needed to use both formative and summative assessment data to monitor,

Progress Monitoring Assignment

NCSS teacher expectations VIII.2.d,e NSTA Pre-service Teacher Standards 1.a-c; 2.a-c;

Engage, Enhance & Extend Rubric

Progress Monitoring Rubric (Technology Hallmark Portfolio) Engage, Enhance & Extend Rubric (Technology Hallmark Portfolio)

evaluate, and inform instruction.

EDU 4230/ 40/50/ 60/70

Internship II in Elementary/S pecial/ Middle Grades/ Secondary/ Special Subjects: Teachers as Leaders

Demonstrate the ability to provide a safe learning environment, positive management of student behavior and communication with students, colleagues and parents. Demonstrate knowledge of the content being taught by alignment of lesson plans to the NC Common Core and Essential Standards Plan and implement instruction for a diverse and special needs population of students, working cooperatively with other teachers. Demonstrate the ability to reflect on their practice, accept and utilize feedback to improve practice. Demonstrate the ability to facilitate learning for their student through analysis of data for formative and summative  assessments.     Demonstrate high ethical standards Demonstrate the knowledge, skills, and dispositions necessary to be eligible for North Carolina teacher licensure.

NCTM (ELEM Math Candidate Standards)

14.1, 14.2, 14.3 NCSS teacher Expectations Social Studies Candidates: I-X all standards apply to content NSTA Pre-service Teacher Standards 1.a-c; 2.a-c; 3.ad;4.a-c; 5.a-c; 6 a-b ILA (Standards for Reading Professionals) 2.1-2.3; 3.1-3.3; 4.1-4.3; 5.1-5.4; 6.1-6.4

See Internship I/II Handbook for a description of expectations and requirements.

McRel Narrative Feedback Form Internship Formal Observation Rubric & Impact on P-12 Student P-12 Learning Checklist Candidate Internship Evaluation Rubric (Midterm)

Reflection Rubric

LEA Certification of Capacity Items #4d

LEA Certification of Capacity

Exit evaluation All N.C. Professional Teaching Standards Met and all CAEP Standard 1 indicators are met. EDU 4166

Using Data to Assess Student Impact in K12 Classrooms

1. Demonstrate understanding of how formative and summative assessment data are used to monitor and evaluate students’ progress and to inform instruction. 2. Demonstrate the ability to formatively and summative assess the students in the student teaching internship and reflect on candidate’s teaching as well as the students’ learning. 3. Demonstrate ability to align standards addressed in lesson to rubric criteria in order to assess and evaluate the degree to which the students successfully meet standards. 4. Demonstrate the ability to use technology to effective measure student learning using Socrative by developing a 20 question formative assessment to accompany a unit taught.

PEC 2130

Healthy Living for the Elementary Child

1. Use the NC Essential Standards when organizing and developing lessons 2. Integrate NC Essential Standards Health Education into other subject areas 3. Explain the benefits and importance of health within an elementary education 4. Understand a child’s behavior and attitude as

NCTM (ELEM Math Candidate Standards)

Using Data to Assess Student Learning Project

6.1, 7.5, 7.6 NSTA Pre-service Teacher Standards 1.c; 2.a-c;3b,c; 5.ac N.C. Falcon Certification ILA (Standards for Reading Professionals) 1.3; 3.1-3.3

Socrative Project

Rubric Assignment

NHES Teaching Standards 1.2.1-1.2.5; 1.5.1-1.5.5; 1.8.1-1.8.9; 2.2.1-2.2.3; 2.5.1-2.5.6; 3.2.1, 3.2.1; 3.5.1, 3.5.2; 4.2.1-4.2.4; 4.5.1-4.5.4;

School Garden Presentation Child interview Lesson Plans Participation in field experience component at local elementary school.

Using Data to Assess Student Learning Project Rubric

it relates to physical activity and health in and out of the school’s setting. 5. Create resources to use for focus and independent practice during a lesson 6. Lead students in physical activities in a safe environment during recess

5.2.1, 5.2.2; 5.5.1-5.5.6; 6.1.1-6.1.2; 6.5.1-6.5.2; 7.2.1, 7.2.2; 7.5.1- 7.5.3; 8.2.1, 8.2.2; 8.5.1, 8.5.2

7. Develop aids for presenting health information EDU 3130

Reading Practice and Process

1. Compare models of reading instruction 2. Begin to develop a definition of reading that might include the integration of cue systems, reading strategies and the language arts and the assumption that all children are learners 3. Examine the English Language Arts Common Core goals for reading 4. To learn how to provide instruction that

reinforces the process strategies for critical thinking and problem solving. 5. To learn how to incorporate instructional strategies designed to facilitate student cooperation, collaboration and learning. 6. Read with/to an elementary reader on a weekly basis at a partner school 7. To understand how ELL primary language experiences and knowledge impacts their English language development 8. To learn how to provide instruction that

ILA (Standards for Reading Professionals) 1.1-1.3; 2.3; 4.14.3; 5.2-5.3

Participation in Book Buddies weekly practicum Comprehension Strategy Lessons: (3rd, 4th, or 5th grade). Read Aloud/Shared Reading Assignments

EDU 3231

Principles of Integrated Instruction I (Math/Scienc e focus)

meets the needs of English Language Learners in their reading development, with a focused attention to vocabulary and comprehension 1. Identify Best practices in integrated math and science curriculum. 2. Demonstrate understanding of Number sense, numeration, numerical operations, and algebraic thinking; spatial sense, measurement and geometry; patterns, relationships, and functions; and data analysis, probability and statistics. (Mathematics) 3. Demonstrate an understanding of inquirybased and discovery learning 4. Read and analyze readings in the content

NCTM (ELEM Math Candidate Standards)

8.1, 8.2,8.3, 8.4,8.5,8.6,8.7,8.8, 8.9, 9.1, 9.2, 9.3, 9.4, 9.5, 10.1, 10.2, 10.3, 10.4, 10.5, 11.1, 11.2, 11.3, 11.4, 12.1, 12.3, 13.1, 13.2, 13.3, 14.1, 14.3

NCSS Teacher Standards: VIII.2.a-e; XI.2.c,d,e

Content, Depth and Application Project

Math Skills Lab online Modules

Math Science Notebook Content, Depth and Application Project

NSTA Pre-service Teacher Standards 1.a-c; 2.a-c; 3.a-d; 4.a-c; 5.a-c; 6. a-b EDU 3230

Reading Assessment and Instruction

1. Understand essential components of the English language (phonetics and phonology, sound production, morphology and orthology, cuing systems: semantics, pragmatics, syntax, graphophonics) and the impact of language on learning. 2. Understand the critical components of comprehensive reading instruction (phonemic awareness, letter-sound associations, word identification, spelling, reading fluency, vocabulary, reading comprehension). 3. Evaluate a student’s reading performance using miscue analysis and identify a reader’s

Fluency Assessment (100 points) ILA (Standards for Reading Professionals) 1.1-1.3; 2.2-2.3; 3.1-3.4; 4.2-4.3; 5.2-5.3; 6.2-6.3

Reading Strategies Collection Assessment Profile (Reading Interview Miscue Analysis, Cloze Procedure, Oral Reading, Analysis, Think Aloud, Instructional Recommendations) Tutoring Portfolio/Reflection Growing Literacy Knowledge:

strengths and weaknesses using a miscue analysis profile.

Instruction in preparation for taking and passing the Foundations of Reading MTEL (Massachusetts Tests for Educator Licensure) which is now a licensing requirement for all elementary education (K-6) program completers in North Carolina.

4. To acquire the knowledge and skills to use appropriate data to develop classroom and instructional plans. 5. Select appropriate reading materials that support young readers and use instructional strategies that will assist primary and intermediate grade readers to become more efficient. 6. To learn how to provide instruction that reinforces the process strategies for critical thinking and problem solving. 7. Develop and reflect upon lesson plans that use reading assessments to select appropriate instructional strategies and materials to support young readers.

EDU 3232

Practicum in the Elementary Classroom

8. To develop the skills needed to use both formative and summative assessment data to monitor, evaluate and inform instruction 1. Complete 30 hours working under the direction of a cooperative teacher in K-6 classroom and supervisor in STEM activities with K-6 classes. 2. Understand and learn to use the NC Common Core in Math and Essential Standards and the next generation science standards. 3. Developing and implementing science and math lessons which involve student engagement and activity.

NCTM (ELEM Math Candidate Standards)

14.1,14.3 NCSS Teacher Expectations X.2.c,d,e VIII.2.b,c,d,e NSTA Pre-service Teacher Standards 1.a-c; 2.a-c; 3.a-d;

Weekly participation log with cooperating teacher’s signature and signature of Instructor. Completed observation forms of lessons taught and analysis of video of lessons. Participation in STEM Fridays, STEM Day [Kirkman Park] and LEGO Showcase Day and math classrooms

EDU 4130

Classroom and Behavior Management: Elementary Focus

4. Integrate a manipulative such as LEGOs into math and science lessons.  

4.a-c; 5.a-c; 6a

Participation in Project Wild workshop  

1. To establish a safe, orderly environment and create a culture that empowers students to collaborate

ILA (Standards for Reading Professionals) 5.3, 5.4

Building Rapport Project

2. To use a variety of data to organize, plan, and set goals that meet the needs of individual students and the class.

Virtual School Visit Assignment Managing the Teacher Project

3. To learn how to strengthen social ties and collaborative skills.

EDU 4135

Integrated Arts in the Elementary School

1. To demonstrate knowledge of the North Carolina Core Curriculum in the Fine Arts for philosophical, theoretical and practical foundations from which to integrate the arts in the elementary curriculum and classrooms. 2. To demonstrate knowledge, skills and disposition necessary to provide developmentally appropriate learning experiences in dance, theater, music and the visual arts.

Behavior Management Plans

Classroom Design Project

NCSS Teacher Standards I.2.c NSTA Pre-service Teacher Standards 1.a NAEA Teaching Standards for Arts Educators

Candidate-created products Comprehensive Integrated Lessons Resource Notebook

3. To demonstrate ability to engage and deliver instruction integrating the four  major arts disciplines into the Core Curriculum areas of Math, Science, Language Arts and Reading, and Social Studies.    

Anchor Standards 1-3 (Creating) Anchor Standards 4-5 (Performing) Anchor Standards 7-9 (Responding and Evaluating)

4.  To  research,  collect  and  utilize   resources,  activities,  and  strategies   Anchor Standards available  to  teachers  which  promote   10 -11 children’s  use  of  the  creative  and  fine   (Connecting) arts  to  learn  with,  in,  and  through   multiple  subjects  in  the  elementary   school  classroom.   Elementary Education Specialty Coursework EDU 4131/ 4531

Integration of Fiction and Nonfiction Literature in the Elementary Classroom

1. Examine how to use children’s literature to discuss author’s craft and encourage writing 2. Trace the historical development of children’s literature 3. Demonstrate a broad knowledge of all genres of children’s literature available today through broad reading of outstanding children’s books 4. Read, interpret, analyze, and evaluate exemplary multicultural literature, traditional literature, fantasy/science fiction, realistic fiction, historical fiction, informational books, biography, and poetry 5. Examine the characteristics of the different genres in children’s literature. 6. Integrate and use literature across the curriculum to achieve numerous curricular

NCSS Teacher Standards I.2.c IX.2.a ILA (Standards for Reading Professionals) 2.1, 2.3; 5.1-5.2; 6.1-6.2

Membership in NCAEE (North Carolina Association Elementary Education) Literacy Infused Curriculum Project Literature File: A file collection of fifty (50) or more books is to be submitted. The collection should include books from a variety of authors and genres. Ten (10) must match the required curriculum unit of study. Twenty (20) of the books should be nonfiction. Author Study: Each candidate must select an author and read at least 5 books by that author.

Literacy Infused Curriculum Project Rubric

Literature File Rubric Author Study Rubric

Midterm/ Final Exam

objectives in various content areas

EDU 4132/ 4532

Writing Process and Practice

1. Compare and contrast the skills model of writing instruction with the process model of writing instruction 2. Examine teaching strategies that improve children’s writing abilities.

ILA (Standards for Reading Professionals) 1.1-1.3; 2.1-2.3

Methods of Teaching Social Studies

Writer’s Notebook Writer’s Retreat Literacy Infused Curriculum Project

3. Understand the value inherent in utilizing writers’ notebooks

EDU 4133/ 4533

Author’s Craft Lesson (Rubric

Literacy Infused Curriculum Project Rubric Author’s Craft Lesson Rubric Writer’s Notebook reflection

4. Recognize temporary/invented spelling and understand the implications for assessing and teaching young writers

Writing Retreat Rubric

5. Develop a philosophy of writing instruction which encourages every student to be a lifelong, joyful writer. 1. To examine the diversity of today’s children, including developmental, linguistic, cultural, ethnic and racial differences, as well as to those with exceptional needs, and to examine ways to tailor instruction to meet their needs

Final Exam

2. To become familiar with the basic K-6 social studies curriculum, including Citizenship Education (Civics), Democratic Values, History, Geography, Economics, Sociology, Anthropology, and Current Events 3. To understand and learn to use the North Carolina Common Core and Essential Standards K-6; especially the social studies

Graded Tests

NCSS Teacher Expectations I – X all substandards NSTA Pre-service Teaching Standards (4533) 1.a-c; 2.a-c; 3.a-b; 5.a-c; 6.a-b ILA (Standards for Reading Professionals) 2.1-2.3

Literacy Infused Curriculum Project

Literacy Infused Curriculum Project Rubric

Unique Learner Profile Midterm and Final Exam Reader Responses

components. 4. To examine and utilize key tools for teaching the social studies curriculum: timelines, maps, globes, graphic organizers, software, newspapers, etc. 5. To learn a variety of strategies for teaching social studies: peer teaching, cooperative learning, role-playing, field trips, interviews, problem solving, etc. 6. To develop an integrated instructional unit focusing on a key social studies concept at a particular grade level 7. To examine ways that social studies can be a vehicle for the teaching of reading and writing, K-6 8. To examine ways to utilize technology as a tool for enhancing, enriching and expanding social studies instruction