Syllabus

Master of Science in Education

EDU 750: Instruction Intervention, Clinical Practice II – Fall B 2019

Credits - 3

Description

In conjunction with EDU 749, this course is the second of two practicum courses that closely examine a wide range of assessment and instructional methods to support literacy development of struggling learners. Students in this course work closely with an onsite mentor, a learning community of students and a UNE instructor. This collaboration will support students as they develop relationships with K-12 students who struggle in literacy. Experiences in the course include working in a one-on-one tutorial setting, administering a variety of reading diagnostic assessments, and collaboratively creating and implementing literacy programming that builds on diagnosis with the goal of moving learners forward in their literacy growth. This course meets most state’s requirements that a 6 credit practicum be part of an approved graduate program.

Before registration can be made available for this course, you must complete all of the required internship paperwork. Please contact your student support specialist for details.

Materials

Learning Objectives and Outcomes

For each course in this program there are overall program goals. Below is a chart of how the overall program goals match the key assessments for this course. In addition, in each module there are smaller learning objectives. These will be specified at the beginning of each week’s introduction along with how these match the broader program goals. This chart will detail the following:

• Course Objectives:   These are what we hope you will learn through this course.
• Student Learning Outcomes: this is what you will do to demonstrate that you have met this course objective.
• InTASC Standards: The state of Maine has adopted these standards for all practicing teachers. These standards have been developed through a consortium of states and specify what all teachers should be able to do. There is an extra standard for Technology as well (National Educational Technology Standards (NETS) that also is required in Maine.
• ILA Standards for Reading Professionals 2010: These standards sets forth the criteria for developing and evaluating preparation programs for reading professionals.

Course Objectives:

Students will:

• Administer, examine, evaluate and reflect on a variety of literacy assessments as they are directly connected to data- driven instruction and literacy achievement (ILA 3, InTASC 6, 10)
• Analyze and use assessment data to examine and create an appropriate intervention plan (ILA 2,3; InTASC 6)
• Use assessment to guide systematic instruction and to select appropriate traditional print, digital and online reading resources (ILA 1, 2; InTASC 6)
• Demonstrate a clear connection between assessment results and intervention plan.(ILA 2, InTASC 6, 7
• Collaborate with others to modify instruction and plan and re- evaluate based on observation and assessment results. (ILA 1, 5; InTASC 7)

Assignments

Class Discussions:  Each week’s discussion will have a specific focus, but you should always feel free to share and ask questions. For each weekly discussion, post an initial post in response to a prompt and then respond to at least two of your classmates.

Literacy Project 2: You will complete a 2-3 page essay on a literacy project that includes both synthesis of learning as well as reflection. 

Tutoring Video Project and Narrative: This assignment is similar to the Video Recording and Narrative assignment that you completed for EDU 749. This time, however, you will submit a video and narrative that document your instructional work rather than an assessment task.

Case Study (Parts 4 & 5): You will use a case study format to document your student’s needs.The case study will help you to reflect on best practice and will also provide your instructor with a way to “connect” with your student. During EDU 750, you will submit the final two parts of the case study:

• Part IV: Student Response
• Part V: Summary

ePortfolio: As a culminating activity, you will create an ePortfolio to showcase at least THREE assignments that you feel best reflect your growth as a reading specialist. Provide the selected assignments and include a very brief paragraph or two explaining why you chose each particular assignment.

Practicum Activity Log:  You will submit documentation for all tutoring activities using the Practicum Activity Log. In addition to your tutoring sessions, you will document any interaction. Your log will also document your insight into any student observations and collaborative meetings with your mentor. 

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Assignment (by course)	Point Value (100 total)
8 Discussion Boards (3 points each)	24
Literacy Project 2	20
Tutoring Video and Narrative	20
Case Study: Parts IV & V	16
Tutoring Log	10
ePortfolio	10

Grade Scale

Grade	Points Grade	Point Average (GPA)
A	94 – 100%	4.00
A-	90 – 93%	3.75
B+	87 – 89%	3.50
B	84 – 86%	3.00
B-	80 – 83%	2.75
C+	77 – 79%	2.50
C	74 – 76%	2.00
C-	70 – 73%	1.75
D	64 – 69%	1.00
F	00 – 63%	0.00