Please provide in electronic form:

1. Syllabi for one section of each of the following courses. I request copies of syllabi as they were distributed to students (i.e. not departmental or generic syllabi shared by multiple course sections) and course sections taught during the 2017 - 2018 school year or later.
   1. All courses which participants in the Master of Education in Curriculum and Teaching with Early Childhood/Elementary Authorization are required to take and which focus on reading instruction, including:EDST 616 Language, Power and Education or Cultural Context of EducationEDST 640 Constructing Meaning Through Literacy
   2. All courses which participants in the Master of Education in Curriculum and Teaching with Early Childhood/Elementary Authorization are required to take and which focus on the content that elementary math teachers need to know.
   3. All courses which participants in the Master of Education in Curriculum and Teaching with Middle and Secondary Authorization are required to take and which focus on English or math instructional methods, including:EDST 609 PracticumEDST 621 Representing Mathematical ConceptsEDST 622 Mathematical Problem-Solving CurriculumEDST 631 Literature to Young PeopleEDST 632 Engaging Students in Writing
   4. All student teaching courses or accompanying seminars which must be taken by participants in the Master of Education in Curriculum and Teaching with Early Childhood/Elementary Authorization or Master of Education in Curriculum and Teaching with Middle and Secondary Authorization, including:EDST 609 Practicum
2. Any of the following as created and/or used by University of Oregon in connection with participants in the Master of Education in Curriculum and Teaching with Early Childhood/Elementary Authorization or Master of Education in Curriculum and Teaching with Middle and Secondary Authorization. If the same document is used in multiple contexts, I request only one copy.
   1. All handbooks related to student teaching that are distributed to teacher candidates, university supervisors, and/or cooperating teachers
   2. Blank examples of all forms used to evaluate the performance of student teachers and accompanying rubrics
   3. Blank templates of communications (letters or emails) sent to school district or school staff requesting student teaching placements, describing cooperating teacher selection criteria and/or describing the selection process for cooperating teachers
   4. Blank examples of applications filled out by potential cooperating teachers
   5. Copies of all contracts with school districts or individual schools in which student teachers are placed.