ࡱ> o bjbj |zfzfѽK K K K K $o o o P l+"o $/*(W*W*W*+2./x;======$haK 50++5050aK K W*W*Hv88850RK W*K W*;850;88b# W*p M0N)V'01l K 505085050505050aaA650505050505050505050505050505050 : Note: This cover/first page, should be your syllabus cover page. [Delete this note prior to submitting.] Course & Section Nos.Course TitleClass Roster No. Course Day(s)TimeCourse LocationSemester / YearFall 2021InstructorPhoneE-MailOfficeOffice Hours  WELCOME [Optional] Welcome statement to teacher candidates. Set the tone for the class. SCHOOL OF EDUCATION MISSION & VISION STATEMENT (Adopted by SOE Governance Community, January 2013) Vision To serve the educational needs of local, regional, and global communities, the School of Education advances innovative practice and leadership by generating, embracing, and promoting equitable and creative solutions. Mission The mission of the School of Education community is to collaboratively transform education. We: Create community through partnerships Promote and foster social justice and educational equity Advance innovative, student-centered practices Inspire reflective teaching and learning Conduct purposeful research Serve the school, college, university, and community BASIC TENETS OF OUR CONCEPTUAL FRAMEWORK Student centered education Research and theory specific to the program field inform practice Connections and links between coursework and application Strong engagement between faculty and candidates Co-teaching clinical practice Culturally responsive pedagogy and socially just outcomes Note: A Table of Content (TOC) is required when a syllabus is 10 or more pages. When using the formatted headings (from the Styles menu) a TOC may easily be created. [Delete this note prior to submitting.] Instructions for PCs Update Table of Contents Click once on TOC below (TOC will appear with a gray box) Right click and select Update Field (or click on References tab above in toolbar) Select Update Entire Table, to update Headings to coincide with the headings you used in your syllabus. Or, select Update Page Numbers Only, if you have already completed your TOC and just need to ensure the pages are correct. Instructions for MACs Update Table of Contents Hold down CONTROL, click the table of contents, and then click Update Field. Click the option that you want: Update Entire Table or Update Page Numbers  Table of Contents  TOC \o "1-3" \h \z \u  HYPERLINK \l "_Toc458063611" COURSE DESCRIPTION  PAGEREF _Toc458063611 \h 1  HYPERLINK \l "_Toc458063612" Course Prerequisites  PAGEREF _Toc458063612 \h 1  HYPERLINK \l "_Toc458063613" Course Objectives  PAGEREF _Toc458063613 \h 1  HYPERLINK \l "_Toc458063614" Unique Course Requirements  PAGEREF _Toc458063614 \h 1  HYPERLINK \l "_Toc458063615" REQUIRED TEXTS, MATERIALS AND/OR ACCOUNTS  PAGEREF _Toc458063615 \h 1  HYPERLINK \l "_Toc458063616" Required Texts  PAGEREF _Toc458063616 \h 1  HYPERLINK \l "_Toc458063617" Cougar Courses  PAGEREF _Toc458063617 \h 1  HYPERLINK \l "_Toc458063618" TaskStream Account  PAGEREF _Toc458063618 \h 1  HYPERLINK \l "_Toc458063619" COURSE LEARNING OUTCOMES  PAGEREF _Toc458063619 \h 2  HYPERLINK \l "_Toc458063620" Authorization to Teach English Learners  PAGEREF _Toc458063620 \h 2  HYPERLINK \l "_Toc458063621" Teacher Performance Expectation (TPE) Competencies  PAGEREF _Toc458063621 \h 2  HYPERLINK \l "_Toc458063622" Teacher Performance Assessment  PAGEREF _Toc458063622 \h 2  HYPERLINK \l "_Toc458063623" CalTPA  PAGEREF _Toc458063623 \h 2  HYPERLINK \l "_Toc458063624" edTPA  PAGEREF _Toc458063624 \h 2  HYPERLINK \l "_Toc458063625" Expected Dispositions for the Education Profession  PAGEREF _Toc458063625 \h 3  HYPERLINK \l "_Toc458063626" PROGRAM STUDENT LEARNING OUTCOMES (PSLOs)  PAGEREF _Toc458063626 \h 3  HYPERLINK \l "_Toc458063627" SCHEDULE/COURSE OUTLINE  PAGEREF _Toc458063627 \h 4  HYPERLINK \l "_Toc458063628" COURSE REQUIREMENTS AND GRADED COURSE COMPONENTS  PAGEREF _Toc458063628 \h 5  HYPERLINK \l "_Toc458063629" Course Assignments  PAGEREF _Toc458063629 \h 5  HYPERLINK \l "_Toc458063630" Grading Standards  PAGEREF _Toc458063630 \h 5  HYPERLINK \l "_Toc458063631" Final Exam Statement  PAGEREF _Toc458063631 \h 5  HYPERLINK \l "_Toc458063632" School of Education/Course Attendance Policy  PAGEREF _Toc458063632 \h 5  HYPERLINK \l "_Toc458063633" Policy on Late/Missed Work  PAGEREF _Toc458063633 \h 5  HYPERLINK \l "_Toc458063634" Student Collaboration Policy  PAGEREF _Toc458063634 \h 5  HYPERLINK \l "_Toc458063635" GENERAL CONSIDERATIONS  PAGEREF _Toc458063635 \h 6  HYPERLINK \l "_Toc458063636"  Academic Honesty Policy  PAGEREF _Toc458063636 \h 6  HYPERLINK \l "_Toc458063637" Plagiarism  PAGEREF _Toc458063637 \h 6  HYPERLINK \l "_Toc458063638" Students with Disabilities Requiring Reasonable Accommodations  PAGEREF _Toc458063638 \h 6  HYPERLINK \l "_Toc458063639" Credit Hour Policy Statement  PAGEREF _Toc458063639 \h 6  HYPERLINK \l "_Toc458063640" All University Writing Requirement  PAGEREF _Toc458063640 \h 7  HYPERLINK \l "_Toc458063641" Course Format  PAGEREF _Toc458063641 \h 7  HYPERLINK \l "_Toc458063642" Necessary Technical Competency Required of Students  PAGEREF _Toc458063642 \h 7  HYPERLINK \l "_Toc458063643" Contact Information for Technical Support Assistance  PAGEREF _Toc458063643 \h 7  HYPERLINK \l "_Toc458063644" Electronic Communication Protocol  PAGEREF _Toc458063644 \h 7  HYPERLINK \l "_Toc458063645" Use of Technology  PAGEREF _Toc458063645 \h 7  IMPORTANT SYLLABUS INSTRUCTIONS Red text are instructions on using this template and should not appear in the finished product. Green text indicates new elements of the syllabus template. Convert text to black. This template has specialized type styles built in to ensure formatting meets ADA requirements. Arial is the approved font. The following text and subheadings are required elements of syllabi with SOE modifications. Additional subheadings may be added for clarity and to meet the unique features of the course. As you cut and paste text from other documents you may lose these styles. To apply a style (Heading 1-3, Normal Body Text, Etc.), highlight the text you want to format and then choose the correct style from the Styles Menu. [Delete this box prior to submitting.] COURSE DESCRIPTION Course description should be taken verbatim from the catalog; variations should be noted and explained.  HYPERLINK "http://www.csusm.edu/catalog/documents/2016-2018/-2016-2018-Catalog.pdf" http://www.csusm.edu/catalog/documents/2016-2018/-2016-2018-Catalog.pdf Course Prerequisites (For School of Education courses, admission to the program is considered a prerequisite. If any other courses are prerequisites or recommended sequencing is important, as in a sequence of successful completion of EDUC 622 prior to EDUC 698, please include. This should not differ from the catalog. Course Objectives Objective should be measurable and tie directly to the assessments (and grades) in the course. In general terms, what should successful candidates know and be able to do by the time the course is completed? Unique Course Requirements [Optional] Any unusual requirements should be listed here. These might include field trips, observations in schools or access to students, etc. REQUIRED TEXTS, MATERIALS AND/OR ACCOUNTS Provide complete access information on texts and readings. Be sure that you have ordered these through the bookstore or have provided adequate information on how to obtain (ISBN number, etc.) All MA courses must include the APA text: American Psychological Association. (2009). Publication Manual of the American Psychological Association, 6th Ed. Washington, DC: APA. Do not list any materials you are not going to use. Required Texts Course Material Available and Accounts [For courses where material will regularly be made available to students via Cougar Courses, other Learning Management Systems, Library Reserves, etc.] Cougar Courses [If applicable] EDUC 698 Culminating Activity Supports  HYPERLINK "http://community.csusm.edu/course/view.php?id=33" http://community.csusm.edu/course/view.php?id=33 COURSE & PROGRAM STUDENT LEARNING OUTCOMES Course Learning Outcomes (PSLO) The Course Learning Outcomes (CLOs) are intended to communicate to the students what they are able to do upon completion of the course. These are often stated in a greater level of detail than Program Student Learning Outcomes. CLOs should be presented using the following construction: Upon successful completion of this course, students will (be able to): [List of Course Learning Outcomes follows.] At their own discretion, instructors may choose additionally to indicate how the CLOs are addressed in the course and how students will be expected to achieve them. MA in Education Program Student Learning Outcomes (PSLO) The Master of Arts in Education Program assesses 4 Program Student Learning Outcomes (PSLO): PSLO 1: Professional Dispositions (EDUC 622) Demonstrate interaction and communication skills that reflect professional dispositions and ethics, such as respect for diversity, educational equity, collaboration, and social justice. PSLO 2: Leadership Skills (EDUC 602 or EDAD 618B) Apply leadership skills in social justice and equity to advance the profession. PSLO 3: Analyze Research (EDUC 622) Analyze educational and/or professional research. PSLO 4: Integrate Research (EDUC 698) Integrate research and evidence-based practices into educational and professional settings. If you teach EDUC 602, EDAD 618B, EDUC 622, or EDUC 698, choose one description below that is applicable for your course: EDUC 602 and EDAD 618B address Program Student Learning Outcome 2: PSLO 2: Leadership Skills Apply leadership skills to advance the profession. In the MA in Education Program, PSLO 2 is assessed in Social Justice Action Plan Assignment in EDUC 602: Schooling in a Multicultural Society and EDAD 618B: Leading School Improvement using a rubric provided at the end of the EDUC 602 syllabus.Candidates must complete Social Justice Action Plan by week 11 with feedback by week 12. The requirement for PSLO 2 is to score early advanced or advanced criteria on the Social Justice Action Plan Rubric. If necessary, candidates may revise and resubmit their Action Plan by week 13 with feedback from instructor by week 14. Candidates must complete the PSLO 2 requirements before advancing to candidacy and enrolling in EDUC 698.Note due dates will change to reflect schedule for summer or intersession courses. EDUC 622 addresses Program Student Learning Outcomes 1 and 3: PSLO 1: Professional Dispositions Demonstrate interaction and communication skills that reflect professional dispositions and ethics, such as respect for diversity, educational equity, collaboration, and social justice. Assessing a candidates dispositions within a professional preparation program is recognition that teaching and working with learners of all ages requires not only specific content knowledge and pedagogical skills, but positive attitudes about multiple dimensions of the profession. The School of Education has identified six dispositions social justice and equity, collaboration, critical thinking, professional ethics, reflective teaching and learning, and life-long learning and developed an assessment rubric. For each dispositional element, there are four levels of performance at the Masters level - unacceptable, approaches target, meets target, and advanced target. The description and rubric for the four levels of performance offer measurable behaviors and examples. The assessment is designed to provide candidates with ongoing feedback for their growth in professional dispositions and includes self-assessments by the candidate. The dispositions and rubric are presented, explained and assessed in EDUC 622: Research Methods in Education, a required course for the MA in Education. Based upon assessment feedback candidates will compose a reflection and an action plan for improvement. Candidates are expected to meet the level of advanced target. In the MA in Education Program PSLO 1 is assessed using a Professional Disposition Rubric in EDUC 622: Research Methodology in Education. The rubric is provided at the end of the EDUC 622: Research Methodology in Education course syllabus. The assessment includes three components: 1. Candidate Self-Assessment - Week 3 2. Instructor Assessment - Week 6 3. Professional Disposition Action Plan - Week 9. By week 3 of EDUC 622, the candidate's self-assessment includes a 1-4 score for all 6 Professional Disposition areas with 2 examples of behavioral evidence of each score. The course instructor assessment includes a 1-4 score for each Professional Disposition Areas by week 6 of EDUC 622. By week 9 candidates review their original self-assessment and the instructor rating and write a Professional Disposition Action Plan for improvement (especially for any area that was scored less than 4 by candidate or instructor). The Professional Disposition Action Plan includes 1 written paragraph identifying an area of growth, steps for improvement and data that will be collected for evidence of improvement. Additional paragraphs required for any Professional Disposition Area that is scored below 4 by candidate or instructor.Candidates must complete PSLO 1 before advancing to candidacy and enrolling in EDUC 698. See Professional Disposition Rubric below.Note due dates will change to reflect schedule for summer or intersession courses. PSLO 3: Analyze Research Analyze educational and/or professional research. In EDUC 622: Research Methods in Education, candidates complete a formal paper to summarize and critique an empirical research study. Instructors evaluate the assignment with the use of the Graduate Writing Assessment Requirement (GWAR) Rubric. The GWAR Rubric is provided at the end of the EDUC 622 syllabus. Candidates have three attempts to pass PSLO 3 with a minimum of 12 out of 16 points on the GWAR Rubric. Two opportunities will be available in EDUC 622. The first opportunity is provided in the first 6 weeks in EDUC 622 with feedback provided by week 8. And if necessary a second opportunity is provided before week 12 of the semester with feedback by week 14. If the candidate needs a third opportunity the candidate needs to make arrangement with their culminating experience committee chairperson and the coordinator of the program. PSLO 3 must be completed prior to advancing to candidacy and enrolling in EDUC 698. Note due dates will change to reflect schedule for summer or intersession courses. EDUC 698 addresses Program Student Learning Outcome 4: PSLO 4: Integrate Research Integrate research and evidence-based practices into educational and professional settings. The candidates are assessed on their ability to integrate research and evidence-based practices into educational and professional settings through their culminating experience/activity in EDUC 698: MA Thesis/Project Seminar. The Culminating Experience is an empirical research thesis, curriculum project, exam, or application for National Board Certification (considered a project). In EDUC 698 the candidate meets with, receives guidance and feedback from their faculty committee (chairperson and second reader). Candidates are able to choose their committee from SOE faculty members. The School of Education faculty scores the culminating activity - thesis or project using a rubric provided at the end of the syllabus and on EDUC 698 Culminating Activity Support Website:  HYPERLINK "http://community.csusm.edu/course/view.php?id=33%20" \o "EDUC 698 Cougar Course" http://community.csusm.edu/course/view.php?id=33. Candidates must meet the requirement for PSLO 4 before submitting Electronic-Thesis, Project, or Dissertation (ETD) to the library. EDUC 628 addresses Program Student Learning Outcome 4: Although this course is not part of the PSLO Assessment plan, it is designed to support candidates with their EDUC 698 courses. The PSLO 4 Rubric is toward the end of this syllabus to guide candidates writing for thesis/project. EDUC 650 addresses Program Student Learning Outcome 4: Although this course is not part of the PSLO Assessment plan, it is designed to support candidates with their EDUC 698 courses. The PSLO 4 Rubric is toward the end of this syllabus to guide candidates writing for thesis/project. (NOTE - This document contains an embedded section break so that the course schedule stands alone.) SCHEDULE/COURSE OUTLINE Provide sufficient detail to allow teacher candidates to understand roughly what percent of course time is spent on the different topics. The suggested calendar below can also suffice to include assignment due dates. DateTopicAssignment (if any)Due DateSession 1 Date Session 2 Date Session 3 DateSession 4 DateSession 5 DateSession 6 DateSession 7 DateSession 8 DateSession 9 DateSession 10 Date Session 11 DateSession 12 DateSession 13 DateSession 14 DateSession 15 DateFinal Exam Date COURSE REQUIREMENTS AND GRADED COURSE COMPONENTS Course requirements (i.e., number of exams, assignments, etc.) and graded course components (i.e., relative weight of the exams, assignments, etc.). Course Assignments List assignments for this course. Grading Standards Include points, relative weights of each assignment, policy on late work, and attendance, if a contribution to the grading scheme. Are grades by a percentage scale? Total points? How will candidates know how they are progressing in terms of final assessment? Final Exam Statement Syllabi must include either the date and time of the final exam, or a statement that there will be no final exam. If this information is integrated with the tentative schedule or the course grading standards, then it is not necessary to make this a separate syllabus item. School of Education/Course Attendance Policy Due to the dynamic and interactive nature of courses in the School of Education, all candidates (course participants) are expected to attend all classes and participate actively. At a minimum, candidates (course participants) must attend more than 80% of class time, or s/he may not receive a passing grade for the course at the discretion of the instructor. Individual instructors may adopt more stringent attendance requirements. Should the candidate (course participants) have extenuating circumstances, s/he should contact the instructor as soon as possible. (Adopted by the COE Governance Community, December, 1997). If you have a more stringent policy add the language onto this statement. Any special attendance requirements, such as attendance at outside events or Service Learning activities must be listed. In accordance with the Administrative Course Drop policy, if there are any dates for which attendance is required to avoid being administratively dropped, these must be specified. Hybrid courses with specific on-campus meeting requirements (e.g., for exams) must state those requirements. Policy on Late/Missed Work [For courses with such a policy] If the instructor has a policy regarding acceptance of late work or making up missed work, this must be specified in the syllabus. If such a policy is integrated with the course grading standards (required item 11), then it is not necessary to make this a separate syllabus item. Student Collaboration Policy [For courses with such a policy] Any course guidelines and rules on (i) how students may collaborate on assignments and/or (ii) how students are required to work together. Instructions & rubric required for inclusion in EDUC 602 syllabi only: PROGRAM STUDENT LEARNING OUTCOME 2: LEADERSHIP - SOCIAL JUSTICE ACTION PLAN RUBRIC AdvancedEarly AdvancedIntermediateEarly IntermediateBeginningContent/Structure and appropriately address Anti-Bias and Social JusticeThe scope and focus of the topic is very clear. The content directly attends to issues related to social justice. The organization or structure demonstrates a clear objective, measurable outcome, or appropriateness to the particular grade level and subject and population being taught.The scope and focus of the topic is clear. The content attends to issues related to social justice. The organization or structure demonstrates an objective, measurable outcome, or appropriateness to the particular grade level and subject and population being taught.The scope and focus of the topic is somewhat clear. The content attends to issues related to social justice. The organization or structure somewhat demonstrate a clear objective, measurable outcome, or appropriateness to the particular grade level and subject and population being taught.The scope and focus of the topic is somewhat unclear. The content attends somewhat to issues related to social justice. The organization or structure somewhat demonstrate a clear objective, measurable outcome, or appropriateness to the particular grade level and subject and population being taught.The scope and focus of the topic is not very clear. The content does not or very minimally attends to issues related to social justice. The organization or structure does not demonstrate a clear objective, measurable outcome, or appropriateness to the particular grade level and subject and population being taught.Analysis and effectiveness of planThe sequence of the action plan is very feasible or appropriate to achieve the stated objectives and outcomes. Citations are thoroughly quoted from the course texts and/or are responded to clearly and cogently. Evidence from instruction, personal experience and discussions are provided in a coherent manner. The plan consistently demonstrates remarkable insightfulness, analysis and reflectiveness.The sequence of the action plan is feasible or appropriate to achieve the stated objectives and outcomes. Citations are quoted from the course texts and/or are responded to clearly and cogently. Evidence from instruction, personal experience and discussions are provided. The plan demonstrates insightfulness and reflectiveness.The sequence of the action plan is somewhat feasible or appropriate to achieve the stated objectives and outcomes. Citations are quoted from the course texts and/or are responded to clearly and cogently. Evidence from instruction, personal experience and discussions are provided. The plan somewhat demonstrates insightfulness and reflectiveness.The sequence of the action plan is unfeasible or inappropriate to achieve the stated objectives and outcomes. Citations may or may not be quoted from the course texts and/or are not responded to clearly and cogently. Evidence from instruction, personal experience and discussions may or may not be provided. The plan weakly demonstrates insightfulness and reflectiveness.The sequence of the action plan is unfeasible or inappropriate to achieve the stated objectives and outcomes. Citations are not quoted from the course texts and/or are not responded to clearly and cogently. Evidence from instruction, personal experience and discussions are not provided. The plan does not demonstrate insightfulness and reflectiveness.MechanicsGrammar, spelling, punctuation, and use of citations are strong. Grammar, spelling, punctuation, and use of citations are good. Grammar, spelling, punctuation, and use of citations are acceptable. Grammar, spelling, punctuation, and use of citations are weak. Grammar, spelling, punctuation, and use of reference texts or citations are frequently weak.  Instructions & rubric required for inclusion in EDUC 622 syllabi only: MA PROFESSIONAL DISPOSITION SELF-ASSESSMENT INSTRUCTIONS Name _______________________ Date __________ Assessment # ___ MA PSLO 1 - PROFESSIONAL DISPOSITION SELF-ASSESSMENT INSTRUCTIONS The intention of this assessment is to help you self-assess and to develop an action plan to be at the Professional Disposition Advanced Level by the end of the MA in Education program. 1. Candidate Self-Assessment Week 3 Carefully consider the descriptions provided for each level of the MA in Education Professional Disposition Advanced Rubric. Score yourself for each of the 6 professional disposition areas from 1-4. For each area provide two examples of behaviors that exemplify each disposition. 2. Instructor Assessment Week 6 You will receive an instructor score of 1-4 on all six professional disposition areas by week 6. 3. Professional Disposition Action Plan Week 9 Review your self-assessment and the instructor scores and identify at least one area that needs improvement, especially for any area that was scored less than 4 by candidate or instructor. The Professional Disposition Action Plan includes: One (1) written paragraph identifying an area of growth Steps for improvement Data that will be collected for evidence of improvement - behaviors that can be observed and measured as you continue and complete the MA program. Additional paragraphs required for any Professional Disposition area that was scored below 4 by candidate or instructor. Attached is the Master of Arts in Education Professional Disposition Advanced Rubric that covers the six (6) MA in Education Professional Disposition Criteria: Social Justice & Equity Collaboration Critical Thinking Professional Ethics Reflective Teaching & Learning Life-Long Learning MA IN EDUCATION PROFESSIONAL DISPOSITIONAL ADVANCED RUBRIC DispositionUnacceptable 1Approaches Target 2Meets Target 3Meets Advanced Target 41. Social Justice and Equity Candidates appreciate the languages, communities, and experiences learners bring to the classroom. Candidates advocate for and support marginalized communities and individuals. Behaves in a manner that is discriminatory, intolerant, or close- minded. Resists working with some groups or individuals, makes derogatory remarks, or rejects views based on factors such as gender, exceptionalities, race, culture, religion, or socioeconomic background. Selects materials, designs activities, or interacts in ways that promotes stereotypes or demeans others. Does not take appropriate initiative to understand and identify student needs and/or provide learning experiences that meet the needs of all students. Fails to provide extra assistance or alternative learning experiences when needed. Repeatedly excludes some students from learning experiences. Gives preferential treatment to some students.Usually models respect and concern for equitable effort for all learners and responds to feedback on how to improve. Usually demonstrates understanding of diversity (race, gender, culture, exceptionalities) in written work and other expressions and revises according to feedback. Usually selects materials, designs activities and interacts with students in ways that demonstrate appreciation of diversity and demonstrates improvements based on constructive feedback.Consistently models respect for all learners. Behaves in ways that reflect concern and equitable effort on behalf of all. Written work and other expressions reflect understanding of diversity (race, gender, culture, exceptionalities). Consistently selects materials, designs activities, and interacts in ways that demonstrate appreciation of diversity (e.g., includes models from diverse backgrounds in learning experiences and provides opportunities for students to hear, consider, and discuss different viewpoints). Consistently advocates for inclusion and consideration of diverse perspectives. Consistently interacts in ways that consider individual differences and life experiences. Takes care to provide appropriate experiences for all students.Consistently models respect for all learners. Behaves in ways that reflect concern and equitable effort on behalf of all. Written work and other expressions reflect understanding of diversity (race, gender, culture, exceptionalities). Consistently selects materials, designs activities, and interacts in ways that demonstrate appreciation of diversity (e.g., includes models from diverse backgrounds in learning experiences and provides opportunities for students to hear, consider, and discuss different viewpoints). Consistently advocates for inclusion and consideration of diverse perspectives. Consistently interacts in ways that consider individual differences and life experiences. Takes care to provide appropriate experiences for all students. Works to influence others provision of services for those beyond those in his/her immediate setting. Seeks forums or leads efforts to advocate for inclusion and consideration of diverse perspectives.2. Collaboration Candidates practice the skills of collaboration in their professional interactions with instructors, advisors, students, colleagues, parents/guardians/caregivers and those in the wider community. Interacts with others (students, parents, colleagues) in ways that do not communicate respect. Uses destructive criticism, derogatory remarks, threats, physical coercion, or inappropriate language or behavior. Does not reasonably allow others to express ideas. Discourages or undermines the work of others.Usually interacts with others (students, parents, colleagues) in ways that communicate respect such as being courteous, demonstrating impartiality and responds positively to feedback for improving. Usually encourages and supports participation and success for all and is responsive to constructive feedback. Consistently interacts with others (students, parents, colleagues) in ways that communicate respect such as being courteous, demonstrating impartiality, and providing opportunities for others to express or demonstrate their needs and viewpoints. Clearly values and builds relationships. Consistently encourages and supports participation and success for all.Consistently interacts with others (students, parents, colleagues) in ways that communicate respect such as being courteous, demonstrating consistency and impartiality, and providing opportunities for others to express or demonstrate their needs and viewpoints. Clearly values and builds relationships. Consistently encourages and supports participation and success for all. Advocates for the expression of diverse perspectives. Seeks forums and leads efforts to assist others in developing understanding and skills in being supportive of others (e.g., students, parents, colleagues).3. Critical Thinking Candidates analyze various professional contexts, resulting in more informed decision-making about professional practice. Does not gather, analyze or use data to make informed decisions. Behaves in ways that reflect a belief that others should provide what is needed. Does not ask appropriate questions or take initiative to work toward achieving goals or solving dilemmas. Usually analyzes professional contexts by appropriately seeking information to make decisions about practice and responds to constructive feedback. Usually seeks a variety of perspectives in exploring issues. Usually asks questions and takes action to achieve goals or solve dilemmas. Usually anticipates needs and assists others in obtaining resources.Consistently analyzes professional contexts, by a) seeking information from a variety of sources to analyze student needs and b) planning and implementing appropriate decisions about professional practice. Consistently seeks a variety of perspectives in exploring issues. Consistently asks questions and takes action to achieve goals or solve dilemmas. Consistently anticipates needs and assists others in obtaining resources.Consistently analyzes professional contexts, by a) seeking information from a variety of sources to analyze student needs and b) planning and implementing appropriate decisions about professional practice. Consistently seeks a variety of perspectives in exploring issues. Consistently asks questions and takes action to achieve goals or solve dilemmas. Consistently anticipates needs and assists others in obtaining resources. Provides leadership in solving dilemmas involving the procurement or distribution of resources. Actively seeks or leads opportunities to select or create appropriate new forums to advocate for students or the profession.4. Professional Ethics Candidates make and act on well-reasoned, principled judgments.Fails to consistently honor the needs and best interests of students, the work setting (school, district, university) or profession. Demonstrates a pattern of unprofessional behavior such as absence, tardiness, failure to complete tasks, inappropriate dress or personal behavior, violation of confidentiality, academic dishonesty (e.g., plagiarism, cheating), or imposition of personal, religious, or political views upon others. Usually honors the needs and best interests of students, the work setting and the profession and responds positively to feedback on how to improve. Usually makes well - reasoned, principled judgments regarding professional behaviors such as promptness, task completion, maintaining confidentiality, academic honesty, and appropriate separation of personal and professional domains.Consistently honors the needs and best interests of students, the work setting (school, district, university), and the profession. Consistently makes well-reasoned, principled judgments regarding professional behaviors such as promptness, task completion, maintaining confidentiality, academic honesty, and appropriate separation of personal and professional domains.Consistently honors the needs and best interests of students, the work setting (school, district, university), and the profession. Consistently makes well-reasoned, principled judgments regarding professional behaviors such as promptness, task completion, maintaining confidentiality, academic honesty, and appropriate separation of personal and professional domains. Actively seeks or leads forums to advocate for professional conditions and resources that will improve learning outcomes for students or the profession.5. Reflective Teaching and Learning Candidates critically review their professional practice and the impact it has on student success.Does not critically evaluate own professional practice or performance (e.g., interactions, written work, assessments) and the impact on student success. Fails to see the need for positive change. Does not provide substantive suggestions for positive self-improvement. Rejects suggestions from others directly or by failing to act. Offers excuses and/or assigns blame for negative results to students, parents, colleagues, or supervisors.Usually demonstrates understanding of the relevant teaching/learning standards while being responsive to feedback. Usually evaluates own professional performance and the impact on student success. Usually generates ideas for potential improvements. Is usually open-minded and positive when receiving feedback, acting upon suggestions and feedback.Consistently demonstrates understanding of the relevant teaching/learning standards. Consistently evaluates own professional practice and performance (e.g., interactions, written work, formal and informal assessments) and the impact on student success. Consistently generates ideas for potential improvements or revisions and applies them to future professional practice and performance. Is consistently open-minded and positive when receiving feedback from others. Consistently acts upon suggestions.Consistently demonstrates understanding of the relevant teaching/learning standards. Consistently evaluates own professional practice and performance (e.g., interactions, written work, formal and informal assessments) and the impact on student success. Consistently generates ideas for potential improvements or revisions and applies them to future professional practice and performance. Is consistently open-minded and positive when receiving feedback from others. Consistently acts upon suggestions. Actively seeks further information and perspectives from others to evaluate own performance and demonstrates in depth analysis and synthesis of viewpoints. Applies relevant teaching/learning standards in their work.6. Life-Long Learning Candidates recognize the need for and are committed to actively seeking new knowledge, skills and experiences. Does not regularly demonstrate intellectual engagement with material or others (e.g., peers, instructors, students). Verbal and written contributions do not demonstrate familiarity with required material. Fails to ask questions or make thoughtful references to concepts of study. Fails to meet professional standards in written work and participation. Argues point of view in terms of personal experience or hearsay rather than understanding of theory, research, or data-based evidence. Verbal and written contributions usually demonstrate familiarity with required material and intellectual engagement with material and others (e.g., peers, instructors, students). Has taken advantage of some learning opportunities to stay professionally current and acquire new knowledge. Usually meets professional standards in written work and participation. Usually makes connections between concepts, experiences, and content. Positions represent theory, research, and/or data-based evidence rather than personal experience or perspectives. Consistently demonstrates intellectual engagement with material and others (e.g., peers, instructors, students). Consistently seeks and takes advantage of learning opportunities to stay professionally current and acquire new knowledge, skills, and experiences. Is clearly familiar with relevant professional organizations, current research, and interdisciplinary practices. Consistently makes connections between concepts, experiences, and content. Consistently seeks and uses contemporary theory, research, and data-based evidence to inform instruction.Consistently demonstrates intellectual engagement with material and others (e.g., peers, instructors, students). Consistently seeks and takes advantage of learning opportunities to stay professionally current and acquire new knowledge, skills, and experiences. Is clearly familiar with relevant professional organizations, current research, and interdisciplinary practices. Consistently makes connections between concepts, experiences, and content. Consistently seeks and uses contemporary theory, research, and data-based evidence to inform instruction. Seeks further information and engages others in intellectual discussions. Creates learning opportunities for self and others. Is actively involved in professional groups and associations, or other professional decision-making bodies. Analyzes, synthesizes and evaluates material in order to provide professional development for others. Instructions & rubric required for inclusion in EDUC 628, 650 or 698 syllabi only: EDUCATION MA PSLO 4: INTEGRATE RESEARCH - THESIS OR PROJECT RUBRIC Meets Expectations If candidate met the thesis or project objectives and passed EDUC 698 no scored rubric is needed.Approaching Expectation If a candidate does not meet the Thesis or Project objectives and needs to repeat EDUC 698, circle expectations not met and submit to MA & Assessment Coordinator.AbstractAbstract Objective Abstracts serve as summary of research to help readers determine the value of reading the entire text and to index article for cross-referencing. Abstract is less than 250 words Main Idea & purpose of research or project Scope of literature for research or project Methodology Research findings or results of project Conclusions & Recommendations 8 Key words provided in alphabetical orderChapter 1: Statement of ProblemStatement of Problem Objective Chapter One richly describe the problem, background &/or research that explains the dilemma. Statement of problem is clear and concise Research question is narrow, focused and identifies the complexities and nuances of the topic Organization is cohesive and connects the different research through themes Chapter 1 is written in present tenseChapter 2: Literature ReviewLiterature Review Objective Chapter Two reviews what is known and not known about the topic of study. Chapter provides a rich presentation of key literature that informs the research or curriculum project with clear connections among the research and how the literature addresses the topic/questions. Key literature on topic is addressed Literature is presented in an organized manner Literature analysis is conceptual and integrative, not mechanical and enumerative. Organization is cohesive and connects the different research through themes Literature is connected to the topic or questions Expansion upon previous research APA Style Citations ProvidedChapter 3: MethodologyMethodology Objective Chapter Three describes the methodology and justifies how it is a good match for the research or project. Methodology includes details about the setting, participants, procedures and limitations of the methodology.Research or Curriculum Design Setting Participants Instruments Procedures LimitationsChapter 4: Research Data or Project PresentationPresentation Objective To describe and analyze research findings or to present a complete curriculum project in a professional manner.Introduction - Preview of the data or project Data or Project Presentation Data interpretation for research Data analysis for researchChapter 5: RecommendationsRecommendations Objective To summarize findings and make recommendations based on interpretations or lessons learned Summarize Findings Finding Interpretation in Context of the field and the literature review Implications, Recommendations or Lessons Learned Limitations Future Directions for Research or Curriculum GENERAL CONSIDERATIONS Academic Honesty Policy Students will be expected to adhere to standards of academic honesty and integrity, as outlined in the Student Academic Honesty Policy. All assignments must be original work, clear and error-free. All ideas/material that are borrowed from other sources must have appropriate references to the original sources. Any quoted material should give credit to the source and be punctuated accordingly. Academic Honesty and Integrity: Students are responsible for honest completion and representation of their work. Your course catalog details the ethical standards and penalties for infractions. There will be zero tolerance for infractions. If you believe there has been an infraction by someone in the class, please bring it to the instructors attention. The instructor reserves the right to discipline any student for academic dishonesty, in accordance with the general rules and regulations of the university. Disciplinary action may include the lowering of grades and/or the assignment of a failing grade for an exam, assignment, or the class as a whole. Incidents of Academic Dishonesty will be reported to the Dean of Students. Sanctions at the University level may include suspension or expulsion from the University. Refer to the full Academic Honesty Policy at:  HYPERLINK "http://www.csusm.edu/policies/active/documents/Academic_Honesty_Policy.html" http://www.csusm.edu/policies/active/documents/Academic_Honesty_Policy.html Plagiarism As an educator, it is expected that each candidate (course participant) will do his/her own work, and contribute equally to group projects and processes. Plagiarism or cheating is unacceptable under any circumstances. If you are in doubt about whether your work is paraphrased or plagiarized see the Plagiarism Prevention for Students website  HYPERLINK "http://library.csusm.edu/plagiarism/index.html" http://library.csusm.edu/plagiarism/index.html. If there are questions about academic honesty, please consult the University catalog. Students with Disabilities Requiring Reasonable Accommodations Students with disabilities who require reasonable accommodations must seek approval for services by providing appropriate and recent documentation to the Office of Disability Support Services (DSS). This office is in Craven Hall 4300, contact by phone at (760) 750-4905, or TTY (760) 750-4909. Students authorized by DSS to receive reasonable accommodations should meet with their instructor during office hours. Alternatively, in order to ensure confidentiality, in a more private setting. COVID-19 For all COVID-19 related concerns (e.g. excused absences, late work, missed exams, etc.), please contact your instructor. For all other COVID-19 related concerns that students wish to get campus support to address (e.g. exposure, diagnosis, ongoing symptoms, etc.) students should feel free to contact the Cougar Care Network: (https/ HYPERLINK "http://www.csusm.edu/ccn/index.html" www.csusm.edu/ccn/index.html) at (760) 750-7627 or  HYPERLINK "mailto:ccn@csusm.edu" ccn@csusm.edu. You are welcome, but not required to let your instructor know of any COVID-19 related concerns. Credit Hour Policy Statement Per the University Credit Hour Policy: Courses with face-to-face instruction (including activity and laboratory modes of instruction) must include a statement to the effect that students are expected to spend a minimum of two hours outside of the classroom each week for each unit of credit engaged in learning. (Note that for courses with a lecture mode of instruction over an entire semester, each unit of credit corresponds to an hour of class-time and two hours of student learning outside of class. For activity and laboratory modes of instruction, depending on the particular instructional mode, each unit of credit corresponds to two or three hours of class-time, and two hours of student learning outside of class.) Courses that are entirely on-line must describe the activities that the student will be required to complete as part of the course and indicate the expected minimum time (at least 45 hours for each unit of credit) that students will need to devote to each of these. Hybrid courses must describe to students how the combination of face-to-face time, out-of-class time associated with the face-to-face sessions, and on-line work will total at least 45 hours per unit of credit. All University Writing Requirement Statement on how the All-University Writing Requirement (850 words for a 1-unit course, 1700 words for a 2-unit course, and 2500 words for courses of 3 or more units) is satisfied in the course. Course Format [For courses offered in a format other than face-to-face, traditional (FT) instruction] The Online Instruction Policy lists the following alternatives to face-to-face, traditional (FT) instruction: face-to-face, online (FO); local, online (LO); remote, online (RO); or hybrid (HY). Necessary Technical Competency Required of Students [For on-line and hybrid courses] Contact Information for Technical Support Assistance [For on-line and hybrid courses] This may include customer support for software used in the course as well as the Help Desk. Electronic Communication Protocol Electronic correspondence is a part of your professional interactions. If you need to contact the instructor, e-mail is often the easiest way to do so. It is my intention to respond to all received e-mails in a timely manner. Please be reminded that e-mail and on-line discussions are a very specific form of communication, with their own nuances and etiquette. For instance, electronic messages sent in all upper case (or lower case) letters, major typos, or slang, often communicate more than the sender originally intended. With that said, please be mindful of all e-mail and on-line discussion messages you send to your colleagues, to faculty members in the School of Education, or to persons within the greater educational community. All electronic messages should be crafted with professionalism and care. Things to consider: Would I say in person what this electronic message specifically says? How could this message be misconstrued? Does this message represent my highest self? Am I sending this electronic message to avoid a face-to-face conversation? In addition, if there is ever a concern with an electronic message sent to you, please talk with the author in person in order to correct any confusion.     PAGE 17 Instructor Name, Course Number Syllabus is subject to change.  Engaging diverse communities through leading and learning for social justice.  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