Subject Area - Course Number:SPECED 473Cross-Listing

University of Wisconsin-Whitewater

Curriculum Proposal Form #3

New Course

Effective Term:{Select from drop-down list} 2123 (Summer 2012)2127 (Fall 2012)2130 (Winterim 2013)2131 (Spring 2013)2133 (Summer 2013)2137 (Fall 2013)2140 (Winterim 2014)2141 (Spring 2014)2143 (Summer 2014)2147 (Fall 2014)2150 (Winterim 2015)2151 (Spring 2015)2153 (Summer 2015)2157 (Fall 2015)2160 (Winterim 2016)2161 (Spring 2016)2163 (Summer 2016)2167 (Fall 2016)2170 (Winterim 2017)2171 (Spring 2017)2173 (Summer 2017)2177 (Fall 2017)2180 (Winterim 2018)2181 (Spring 2018)

Subject Area - Course Number:SPECED 473Cross-listing:

(See Note #1 below)

Course Title:(Limited to 65 characters)Phase 3 (edTPA Gateway) Portfolio

25-Character Abbreviation: Phase 3

Sponsor(s): Dr. Kelly Jewell & Dr. Katy Casey

Department(s):Special Education

College(s):{Select from drop-down list} Arts and CommunicationBusiness and EconomicsEducationLetters and SciencesInterdisciplinaryGrad Studies & Cont Ed

Consultation took place:NA Yes (list departments and attach consultation sheet)

Departments:

Programs Affected:

Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)

NA Yeswill be at future meeting

Prerequisites:SPECED 458; SPECFLD 410; Restricted to students with prof ed admission

Grade Basis:Conventional LetterS/NC or Pass/Fail

Course will be offered:Part of Load Above Load

On CampusOff Campus - Location

College:{Select from drop-down list} Arts and CommunicationBusiness and EconomicsEducationLetters and SciencesGrad Studies and Cont EdInterdisciplinary Dept/Area(s):

Instructor:Dr. Kelly Jewell

Note: If the course is dual-listed, instructor must be a member of Grad Faculty.

Check if the Course is to Meet Any of the Following:

Technological Literacy Requirement Writing Requirement

Diversity General Education Option: Select one:NoneGAGEGHGLGIGMGPGS

Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.

Credit/Contact Hours: (per semester)

Total lab hours:Total lecture hours: 48

Number of credits:3Total contact hours:48

Can course be taken more than once for credit? (Repeatability)

No Yes If "Yes", answer the following questions:

No of times in major:No of credits in major:

No of times in degree:No of credits in degree:

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Proposal Information:(Procedures for form #3)

Course justification:

The program is undergoing a revision which will add courses, remove courses and change the course sequence. The addition of this new course meets state and program teacher education requirements.

Relationship to program assessment objectives:

The skills demonstrated on the artifacts in SPECE 473 were learned in classes prior. Rubric scores will be collected from artifacts in the class allowing the department to evaluate how students are scoring to meet CEC and WTS requirements.

Budgetary impact:

NA

Course description:(50 word limit)

This course assists undergraduate teacher candidates with development of phase 3/edTPA gateway portfolio. Artifacts are constructed after teacher candidates have completed two field placements. The artifacts demonstrate competencies in the Council for Exceptional Children (CEC) and Wisconsin Teaching Standard (WTS).

If dual listed, list graduate level requirements for the following:

1. Content (e.g., What are additional presentation/project requirements?)
N/A

2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and undergraduates? )
N/A

3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)
N/A

Course objectives and tentative course syllabus:

Attached

Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two pages in length.)

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the “Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures (UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17).

Course Objectives and tentative course syllabus with mandatory information(paste syllabus below):

University of Wisconsin - Whitewater

College of Education: Department of Special Education

Syllabus: SPECED 473: Gateway Portfolio

Online via D2L

Instructor:Office:

Phone:E-mail:

Office Hours:

Course Description: This course assist undergraduate teacher candidates develop their gateway portfolio. These artifacts are constructed in this gateway class after teacher candidates have completed several field placements and had the time to develop in the Special Education program. The artifacts should demonstrate competencies in the Council for Exceptional Children (CEC) and Wisconsin Teaching Standard (WTS). Teacher candidates must earn a passing score on the portfolio along with a passing on components within the class for entrance into the Directed Teaching Block.

Required Reading:

• Marzano, Robert J (2012) Being A Reflective Teacher. Marzano Research Laboratory. Bloomington, IN.
• Teacher Candidates will also bring in books and readings from previous classes.

Recommended Writing Guide (Bookstore):

American Psychological Association (2009). Concise rules of APA style. Washington DC: American

Psychological Association.

If you do not have an APA guide and do not wish to purchase one, you can find style help at

Course Objectives: (Teacher candidates will)

• Analyze school student work to provide in-depth feedback on performance
• Consider how performance on assessments (formal/informal) changes current teaching and future instruction.
• Adapt assessments that meet the needs of students within their classroom.
• Design lesson plans that focus on the individual and group needs of the students with the classroom.
• Elaborate on the instruction provided to students within lessons by connecting research and theory.
• Elaborate on the instruction provided to students within lesson by connecting individual strengths and needs (supports) of the students.
• Investigate the larger community, culture and families outside of the students within their classroom.
• Teacher candidates will develop a portfolio that demonstrates a purposeful,integrated, collection of student work showing achievement in each of theWTS/CEC standards

Course Requirements and Expectations:

1. Attendance & Participation

Students must attend class (online or in-class) and actively participate in discussions and activities to earn class points. A student is not excused from class unless she or he has permission from the instructor.

1. Unit Reflection

Students will write a unit plan reflection consisting of the following: 1) how plan reflects strengths and weaknesses of students being taught, 2) content selection and instructional methods, 3) use of Common Core Standards/Essential Elements, 4) alignment of lesson objectives and learning targets, and 5) use of formal and informal assessments, including how formal assessments were adapted/constructed to meet needs of students with disabilities. The unit to be reflected on should consist of 5 complete, sequential lesson plans written using the lesson plan template from instructional methods (SPECED 361). Additional criteria for this assignment will be provided on D2L.

1. Student Performance and Feedback

Students will provide feedback to a student in his/her field experience. The criteria for giving and reflecting on the feedback will be provided on D2L.

1. Supporting Instruction – Theory/Research to Practice

Students will write a two-page description of the research and/or theory used to support the instructional methods used when teaching. This paper should follow APA guidelines and will be evaluated using the Writing Matters rubric. Additional criteria for this assignment will be provided on D2L.

1. Community and Personal Learning

You will research the community and school you are completing fieldwork in during the semester. This will allow you to understand the environmental culture your students are developing in and considerations when writing lesson plans. Additional criteria for this assignment will be provided on D2L.

1. Gateway Portfolio

Students will develop a portfolio that demonstrates a purposeful, integrated, collection of student work showing effort, progress or achievement in each of the ten WTS/CEC Standards as well as WTS 4 & 9 and CEC Common Core 8: Professionalism and Ethical Practices. Each artifact should be turned in with the associated Phase 3 Rubric that was completed by the instructor of the corresponding course. Any artifacts not successfully passed initially can be revised and resubmitted during this course.

1. Gateway Portfolio Narrative

Students will write one concise and cohesive narrative, reflecting on the artifacts represented in the portfolio. Use the assignments completed in this course to write your narrative. For example, the “Unit Reflection” could serve as your Strategic Unit Plan reflection in your narrative. Additional criteria for this assignment will be provided on D2L.

Grading Policy:

A= (465 - 419) [94% or above=A, 90-93%=A-]

B= (418 - 372) [87-89%=B+, 84-86%=B, 80-83%=B-]

C= (371 - 326) [77-79%=C+, 74-76%=C, 70-73%=C-]

D= (325 - 279) [67-69%=D+, 64-66%=D, 60-63%=D]

F = anything below 278

*Changes may occur during the semester, as the instructor deems necessary. You will be notified of changes if/when they occur.

Assistance:

Each student is encouraged to contact the instructor for assistance with questions or problems that may arise and/or general discussion of the course content. Please contact the instructor by voice or e-mail (preferred).

Reasonable Modifications Requests:

Students in need of some reasonable modification of the instructional context are to meet with the instructor to discuss the needed modification. If the modification requires the assistance of personnel, equipment, or materials that are beyond those readily provided by the instructor, then the student is to seek assistance from Disabled Student Services. Upon referral to Disabled Student Services, the student must:

A.Sign a request for services based on the presence of a disability;

B.Provide appropriate diagnostic information that establishes that s/he is a qualified individual with a disability; and,

C.Request in writing the reasonable modification(s) sought to accommodate the qualifying disability.

Disabled Student Services arranges (in consultation with instructional staff) to provide appropriate reasonable modifications. (John D. Truesdale, memorandum, Aug. 15, 1996)

UW-W Policies RE: Student Religious Beliefs, Academic Misconduct and Absences:

Religious Beliefs Accommodation

Board of Regents policy states that students’ sincerely held religious beliefs shall be reasonably accommodated with respect to scheduling all examinations and other academic requirements.

Students must notify the instructor, within the first three weeks of the beginning of classes of the specific days or dates on which they will request accommodation from an examination or academic requirement.

For additional information, please refer to the section of the University Bulletin and the Timetable titled Accommodation of Religious Beliefs.

Academic Misconduct

The University believes that academic honesty and integrity are fundamental to the mission of higher education and of the University of Wisconsin system. The University has a responsibility to promote academic honesty and integrity to develop procedures to deal effectively with instances of academic dishonesty. Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of other’s academic endeavors. Students who violate these standards are subject to disciplinary action. UWS Chapter 14 identifies procedures to be followed when a student is accused of academic misconduct. For additional information, please refer to the section of the Student Handbook titled, Student Academic Disciplinary procedures.

COURSE SCHEDULE

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