||SPD 687A - Portfolio Clinical Seminar
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: SPD 687A is taken concurrently with Student Teaching (SPD 681A) to support the development of the Clinical Practice Portfolio submitted the last week of SPD 681B. During SPD 687A, candidates will focus on 10 INTASC Standards create or revise artifacts reflecting their knowledge and skills in each of the standards. These artifacts and reflections will be uploaded into their Professional Portfolio within the eCompanion Course. The completed Portfolio must be approved by the instructor in order to successfully pass this course. Grading is Honors, Satisfactory, Unsatisfactory
|Course Learning Outcomes:
- INTASC STANDARD #1: Learner Development – understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. NV TL: B I.,B II, B III, B IV, B VII)
- INTASC STANDARD #2: Learning Differences – uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (NV TL : B II, BIII, B IV, B VIII, B X)
- INTASC STANDARD #3: Learning Environments – works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. (NV TL: B III, B IV, B VI)
- INTASC STANDARD #4: Content Knowledge – understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. (NV TL: B IV, B V, B VI, B VIII, B IX, B X)
- INTASC STANDARD #5: Application of Content – understands how to connect concepts and us differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. (NV TL: VIII, B IX, B X)
- INTASC STANDARD #6: Assessment – understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guild the teacher’s and learner’s decision-making. ( NV TL: BV, B IX, B X)
- INTASC STANDARD #7: Planning for Instruction – plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (NV TL: B IV, B V, B VI, B VIII, B IX, B X)
- INTASC STANDARD #8: Instructional Strategies – understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. (NV TL: B VIII, B X)
- INTASC STANDARD #9: Professional Learning and Ethical Practice – engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.(NV TL: B VII)
- INTASC STANDARD #10: Leadership and Collaboration - seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, and other school professionals, and community members to ensure learner growth, and to advance the profession. (NV TL: B VII, B IX)
|Specified Program Learning Outcomes:
MASTER OF SCIENCE IN SPECIAL EDUCATION WITH NEVADA LICENSURE MILD/MODERATE ENDORSEMENT
- Candidates demonstrate an understanding of effective leadership by advocating for exceptional individuals, including those with diverse needs and by collaborating within the learning community to advance professional practice.
- Candidates demonstrate knowledge of typical and atypical development and characteristics of students with disabilities and other special needs.
- Candidates demonstrate the ability to focus on student learning using technology tools through systematic study and reflection of one's own teaching practices and through shared knowledge gained from purposefully formed professional learning communities. NVTL: B. VIII
- Candidates integrate best practices, apply learning theories, methodologies, technology tools, and assessments across content areas to manage, monitor, and engage student learning. NVTL: B. V, VIII
- Candidates integrate fairness, equity, and access in designing the environment, teaching, and learning strategies to meet diverse student learning
- Participate in class and online discussions
- Submit Portfolio Assignments for each Domain
- Submit Evidence Based Strategy Powerpoint/report of results
- Submit Professional Development Plan Outline
- Students taking the class on ground are expected to attend all class sessions, actively participate in class activities and discussions.
- Students in online classes are expected to actively participate in class and sign into class at least twice a week.
- All students are expected to turn in all assignments on time.
- Students are also expected to read all assigned material prior to the class session in which the material is presented and be prepared to contribute to discussion and dialogue.
- In order to help you develop the knowledge, skills and dispositions you'll need to support literacy in your content area, you will participate in weekly discussions.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://www.nu.edu/LIBRARY/ReferenceTools/citations.html
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures