For items 1-5, we request syllabi that students actually receive from their professors, not general course outlines that may form the basis for the syllabi of sections taught by different professors. In addition, when we ask for "required" coursework, we mean courses specifically included in the minimum course of study for specified programs. If a course is in a list of options that students may choose from to fulfill a credit category requirement, we do not consider that course required.
1. | For the attached list of courses (Appendix A), a syllabus for one section of each course offered during the 2010-2011 school year, not including summer sessions, unless the course is only offered during the summer. |
2. | For any math courses not included in Appendix A that students in the following programs are required to take, a syllabus for one section of each course offered during the 2010-2011 school year, not including summer sessions, unless the course is only offered during the summer.
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3. | For any courses focused on the use of assessment not included in Appendix A that students in the following programs are required to take, a syllabus for one section of each course offered during the 2010-2011 school year, not including summer sessions, unless the course is only offered during the summer. Topics covered by these courses could include, for example, the creation of formative and summative assessments, the role of standardized tests and classroom assessments, and the use of assessment to inform instruction. We are requesting syllabi only for courses in which assessment is a primary focus, and represents one-fourth or more of the course content.
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4. | For the included list of early reading courses (Appendix B) that students in the following programs are required to take, a syllabus for every section of each course offered during the 2010-2011 school year, not including summer sessions, unless the course is only offered during the summer.
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5. | For any courses focused on early reading instruction not included in Appendix B that students in the following programs are required to take, a syllabus for every section of each course offered during the 2010-2011 school year, not including summer sessions, unless the course is only offered during the summer. We are not requesting courses in children's literature that focus exclusively on introducing candidates to the genres and history of children's literature.
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For items 6-15, we request documents relevant to the programs specified below. If any of these programs share materials, only one copy of each relevant document is needed. For programs leading to secondary certification, we are only requesting information relevant to certification in core subjects (English/language arts, Mathematics, any or all fields of Science, any or all fields of Social Studies).
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6. | Student teaching handbooks. |
7. | A blank copy of any letter, or other document, which is sent to principals or districts specifying minimum criteria for cooperating teachers and/or explaining the process by which cooperating teachers are provided. |
8A. | A blank copy of any forms or applications which principals or districts return to you to provide information about cooperating teachers. |
8B. | A blank copy of any forms or applications completed by prospective cooperating teachers and returned to you. |
9. | Formative and summative student teaching evaluation forms used by cooperating teachers and/or university supervisors to evaluate and provide feedback on student teachers, and the rubrics used for their evaluation. |
10A. | Lesson and/or unit planning templates that teacher candidates are required to use during student teaching, and the rubrics that are used to grade them. |
10B. | Descriptions of any culminating assignments for teacher candidates, such as exit portfolios or teacher work samples, and the rubrics that are used to grade them. |
11. | A list of K-12 schools that are used for field placements and/or student teaching. |
12. | Syllabus for the student teaching course and/or accompanying seminar course. |
13. | A blank copy of any survey instruments used to poll alumni regarding preparation and job status. |
14. | A blank copy of any survey instruments used to poll employers of alumni, such as principals or districts, on the classroom performance, evaluation, and/or retention of alumni. |
15. | Degree plans (also known as advising plans or 4-year plans.) |
Appendix A
Provide the syllabus for ONE section of every course. If a course below is a Secondary methods course, please provide a syllabus for every section of the course if the methods course is grade-level specific, like 'Teaching in the High School'. If the course is subject specific, like 'Teaching High School Mathematics', please upload only one syllabus.
Course Number | Name |
EDST 620 | Evolution and the Math Wars |
EDST 643 | Teaching Mathematics: Facts and Inquiry |
EDST 644 | Teaching Mathematics: Inquiry in Context |
MATH 211 | Fundamentals of Elementary Mathematics I |
MATH 212 | Fundamentals of Elementary Mathematics II |
MATH 213 | Fundamentals of Elementary Mathematics III |
EDST 471/571 | Foundations of Algebra Learning |
EDST 630 | Humanities Curriculum and Cultural Conflict |
EDST 621 | Representing Mathematical Concepts |
EDST 622 | Mathematical Problem-Solving Curriculum |
EDST 626 | English Language Learners Pedagogy for Mathematics and Science |
EDST 646 | English Language Learners Pedagogy for Elementary Classrooms |
EDST 411 | Childhood Studies |
Appendix B
Provide the syllabus for EVERY section of every course.
Course Number | Name |
EDST 640 | Constructing Meaning through Literacy |
EDST 616 | Language, Power, and Education |
EDST 641 | Reading as a Cultural Practice |
LT 629 | Foundations in Language Theory |
EDST 605 | Reading Student Teaching Seminar |