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University of South Florida


College of Education
EDE 4942


The College of Education CAREs The College of Education is dedicated to the ideals
of Collaboration, Academic Excellence, Research, and Ethics/diversity. These are key
tenets in the Conceptual Framework of the College of Education. Competence in these
ideals will provide candidates in educator preparation programs with skills, knowledge,
and dispositions to be successful in the schools of today and tomorrow. For more
information on the Conceptual Framework, visit:
www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.htm

1. Course Prefix and Number: EDE 4942

2. Course Name: Elementary Education Internship Level II B

3. Professor
Name: Katie Arndt Office Hours: Meetings by appointment
Email: klarndt@mail.usf.edu
Phone: (813) 451-2191

Name: Stephanie Branson Office Hours: Meetings by appointment
Email: branson@mail.usf.edu
Phone: (727) 244-6975


4. COURSE PREREQUISITES/CO REQUISITES: Successful completion of Level 2a
Internship.

5. COURSE DESCRIPTION: This intensive, inquiry-driven internship experience is
designed to complement foundational course work expected in the Undergraduate
Elementary Program. The integration of course and field experience allows the
Undergraduate Teacher Candidates to make critical course to field connections.
These students will spend two full days per week in a supervised internship
experience in classroom settings in a public school. The classroom experiences are
supplemented by a weekly seminar meeting in which relevant topics are discussed

Please note: Between the first day, the week of August 19, 2013 at your assigned
school and the final internship day scheduled November 22, 2013, all students are
expected to keep up with their progression through the Level II internship tasks and to
monitor the seminar information and directions using Canvas.

REQUIRED TEXTBOOKS, MATERIALS AND READINGS:
a. Email address
b. Name badge (available at Marshall Center NO FIRST NAME) I
c. Current Chalk-and-Wire account
d. Purchase a video camera with a stand
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e. Purchase an Elementary Education Logo Shirt (additional information will
be given to you later). This Shirt is to be worn on your field internship day
in the school
f. Purchase the following text: Dana, N.F., & Yendol-Hoppey, D. (2009). The
reflective educators guide to classroom research: Learning to teach and
teaching to learn through practitioner inquiry. Thousand Oaks, CA: Corwin
Press.
It is expected that the Undergraduate Teacher Candidates will receive from their
collaborating teachers, the appropriate textbooks and supplementary materials
designed to aid them in developing and delivering instruction to the class or classes in
which they are interning.

6. COURSE GOALS / FIELD EXPECTATIONS:

1. Guided by state standards, the Undergraduate Teacher Candidate will apply
concepts from human development and learning theories to co-plan and co-teach
coherent, data-driven sequenced instruction that acknowledges student
differences and leads to student mastery. (FEAP 1a, 1b, 1c, 1d, 1e, 3c, 3h, 3d)

2. The Undergraduate Teacher Candidate will use a variety of research-based
instructional strategies (e.g. cooperative learning, hands-on experiences,
modeling, think-alouds, content area literacy strategies, integration, higher order
questioning, centers, assistive technologies) and resources to co-plan and co-
teach effective instruction for diverse learners (FEAP 1f, 2h, 2i, 3a, 3b, 3e, 3f, 3g)

3. The Undergraduate Teacher Candidate maintains a management system that
promotes a supportive, safe, organized, and efficient student-centered learning
environment respectful of learner differences (e.g. cultural, familial, linguistic,
ability). (FEAP 2a, 2b, 2d, 2f)

4. The Undergraduate Teacher Candidate will use and model clear, acceptable
oral and written communication (FEAP 2e)

5. The Undergraduate Teacher Candidate will integrate current information and
communication technologies to support teaching and learning using a variety of
learning styles and varying levels of knowledge and set high expectations for all
learners, including ELLs, ESE, and gifted learners. (FEAPS: 2c, 3a, 3d, 3g, 3h,
4d; ESOL: 5.1d, 5.1e, 5.3c, 5.3e)

6. The Undergraduate Teacher Candidate will align learner objectives with a
variety of formative and summative assessments to diagnose students learning
needs, provide specific feedback, and adjust instruction to promote mastery
among all students, including ELLs, ESE, and gifted learners. (FEAP 3i, 3j, 4a, 4b,
4c; ESOL 5.1a, 5.1b, 5.1c, 5.3a, 5.3b, 5.3d, 5.3f)

7.The Undergraduate Teacher Candidate will use inquiry and incorporate
reflection, data, informed research, collaborative partnerships, and professional
growth opportunities to set purposeful goals that drive professional development.
(FEAP 5a, 5b, 5d, 5e)

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8.The Undergraduate Teacher Candidate will adhere to the Code of Ethics and
the Principles of Professional Conduct of the Education Profession of Florida,
pursuant to State Board of Education Rules 6B-1.001 and 6B-1.006, F.A.C., and
fulfills the expected obligations to students, the public, and the education
profession. (FEAP 6)

9.Guided by state standards, the Undergraduate Teacher Candidate will apply
concepts from human development and learning theories to co-plan and co-
teach coherent, data-driven sequenced instruction that acknowledges student
differences and leads to student mastery. (FEAP 1a, 1b, 1c, 1d, 1e, 3c, 3h, 3d)


7. CONTENT OUTLINE

A. IMPORTANT DATES:
As an Undergraduate Teacher Candidates, you are to follow your
Collaborating Teachers work day schedule.

Fall, first day of classes USF 8/26/2013
Labor Day 9/9/2013
Veteran's Day 11/11/2013
Last day of internship 11/22/2013
Thanksgiving Holiday 11/28-29 USF
Fall, last day of classes 12/6/2013

**When you are in the classroom for the two full days you should be expected to teach
a whole group lesson and a small group lesson each day you are there. (schedule
permitting)
Tentative Schedule of Seminar Meetings

SEMINAR DATE TOPICS ASSIGNMENTS DUE
Week 1
Week of 8/28

Robinson

Syllabus
Sign social media policy/IRB
Intro Community Inquiry
Hand out classroom
community assignment
Bring Copy of Syllabus




Week 2
Week of 9/4

Robinson

Community Inquiry Data
Collection
Discussion Post (DP)- What
are you learning already in
your new classroom?
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Week 3
Week of 9/11
Online
Complete community inquiry
KLEW
Introduce new lesson plan
DP: What stood out for you
in the classroom community
profile?
Sign up for Observation
round 1
Week 4
Week of 9/18

Robinson

Sharing community
presentations

Wonderings

New Lesson Plan
Classroom Community
Inquiry (Packet Due)

Community presentation

DP: Write several potential
wonderings.

Week 5
Week of 9/25

Robinson

Begin to Develop Data
Collection Plan
--talk about different forms
of data collection (including
research literature)
DP: How will you collect
data about your wondering?
Bring Notebook
Bring notes from talking with
CT about connected lessons
Observation Round 1
Begins

Week 6
Week of 10/2

Robinson

Collecting Data
-Using Data to Inform
Instruction/data analysis
-research literature
DP: Describe what you are
finding within the research
literature.

Bring Notebook

Connected Lessons
Ideas/Plan
Week 7
Week of 10/9


Robinson

Collecting Data from
assessment?
Using Data to Inform
Instruction/data analysis

Using your peer coach
DP: Describe what data you
have collected. What
themes/trends are you
noticing? How might data
inform your instruction?

**Connected Lessons**
These are the weeks you
could potentially teach your
connected lessons
Bring Notebook
Week 8
Week of 10/16


Collecting Data/Data
Analysis

Literature review in seminar
DP: Describe what data you
have collected. What
themes/trends are you
noticing? How might data
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Trapnell inform your instruction?
Connected Lessons

Bring Notebook
Peer Coaching Observation
#1
Sign up for round 2
observations
Week 9
Week of 10/23

Trapnell
Collecting Data/Data
Analysis

Connected Lessons
Bring Notebook
DP: Describe what data you
have collected. What
themes/trends are you
noticing? How might data
inform your instruction?

Round 2 Observations
Begin
Week 10
Week of 10/30


Trapnell
Work on findings, assertions
and implications.
Connected Lessons

Due: Rationale, Wondering
and Literature review
portions of research brief.

Week 11
Week of 11/6



Trapnell

Finalize research brief draft


Connected Lessons

Due: Data collection
methods due with a
rationale and timeline for
methods used and when.

Week 12
Week of 11/13

Trapnell

Final Connected Lessons
due
Full research brief draft due.
Invite CTs to research
presentations
Peer Coaching Observation
#2
Week 13
Week of 11/20


Trapnell

Research Presentations in
seminar.
**Professional & Scholarly
Disposition Survey on
Survey Monkey Due

Final research brief due
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Week 14
Week of Thanksgiving






8. Evaluation of Student Outcomes:

A. Assignments
(Additional details for all assignments will be discussed in seminar. Assignment
materials are in the Assignment Packet.)

At the beginning of the semester, each student will be placed in a school setting with a collaborating
teacher who has taught successfully for at least one year, and who holds a current Elementary Teaching
Certificate. The student will also be assigned a supervisor from the university whose responsibility it is to
observe the students performance in the classroom, provide feedback and collaborate with the
Undergraduate Teacher Candidate and cooperating teachers to resolve any issues or concerns that arise.
All students will seek to demonstrate all the accomplished practices as required by the College of
Education evaluation form II. In addition, there are two program tasks that serves as the foundation for
the professional teaching behaviors expected of an Undergraduate Teacher Candidate in the Elementary
Education program.
These projects have been approved through the Hillsborough County Public School
Research Review process. Note that individual student information is protected under
the Family Educational Right and Privacy Act (FERPA). The University of South Florida
and Hillsborough County Public Schools both want to ensure that student records are
protected and that teachers and potential teachers have the most appropriate training
opportunities. Student Information (K-12) collected for this task will NOT include
information that identified the individual student and any student identifiable
information/data collected will NOT be retained (e.g., videos with students in them,
copies of student work, audio recordings of student interviews, etc.) past the
completion of the course and the assignment of a grade by the
instructor/professor

1. Inquiry into the Community
The purpose of this assignment is to develop an understanding of the local context in
which your schools are situated. This includes both the community outside of the
school as well as the community within the classroom.

1a. Part One: Community Surrounding School
Robinson: 4801 South Turkey Creek Road
Trapnell: 1605 West Trapnell
http://gis.sdhc.k12.fl.us/schoollocator/

Working in a small group, you will answer the question: How can we describe the
context in which our students live? You will analyze maps showing the attendance
boundaries of your school. In a small group you will drive around the community.
During your drive, you will collect data through digital photographs and field notes as
observations. You will also collect data upon your return with internet research to find
out about the history of the school, newspaper headlines, data on school website, etc.
For example, you might locate the schools and/or the districts strategic plan. Working
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in small groups, you will make some claims about the community supported by
evidence and also develop future wonderings.
**In order to share your inquiry, you will develop a group KLEW chart (see attached in
appendix). You will combine your KLEW chart, pictures, artifacts, notes, etc. in a
glogster, powerpoint, imovie, etc.

1 b. Part Two: Community in the Classroom
You will receive a packet on the first day of the internship that will serve as a data
collection tool to support your inquiry into the classroom community. The first few
weeks of the internship are a time to begin to get to the know the students. This packet
will help you collect a variety of data to get to know your students better as well as to
utilize this information in your planning and instruction.

2. Data Driven Inquiry & Impact on Student Learning

This comprehensive experience will take place across the semester. You will be
submitting pieces throughout.

2a. Develop a Wondering: Using data collected from your inquiry into the community
as well as your observations from the classroom, discussions with collaborating teacher,
reflections on your coursework, etc. you will develop a wondering related to a subject
area (i.e. science, math, writing, etc.)

2b. Data Collection: You will engage in data collection about your topic area. This data
collection will include: student data (assessments, student work, etc.), surveys,
interviews, reading research literature, field notes/observations, etc. A main form of
data collection will be a researchers journal that you will keep weekly.

2b1. (cont.) Researchers J ournal : Throughout the semester you will be
keeping a researchers journal within the discussions section on canvas. The focus of
this journal will be to reflect on what is occurring in your classroom related to your
inquiry. Often this will be a place to write about what you are noticing in the data you
are collecting. Therefore, the journal will become a place where you are really
analyzing your data. Some weeks you will have a specific focus, and other weeks will
be more open-ended. See the schedule for discussion post (DP) topics.

2b2. Inquiry notebook: You will need to have a dedicated spot for all of the
data you are collecting for your inquiry. You will need to bring this to every seminar.
This could be hard copy or electronic.

2c. Impact on Student Learning Lesson Sequence (**chalk and wire task)
(on chalk and wire named Impact on Student Learning)
You will teach two connected lessons twice during the semester (a total of four lessons).
The lessons should be connected to your inquiry content area so you can use data you
have collected previously to inform your teaching. The purpose of this assignment is
that you use assessment data to inform your planning, collect formative assessment
data during and after your teaching, and use this data to plan a subsequent lesson(s).
After you teach the first lesson you will most likely (and are expected to) make
adaptations to the second lesson plan based on the assessment data you collect.
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Reflection after each lesson should include- what went well, what went wrong, what did
you change, what did the students learn, etc. Your reflection along with assessment
data should drive your planning for the next lesson in the sequence.

In order for these lessons to be successful you must be in conversations with your
collaborating teacher. Make sure you explain this to your collaborating teacher early in
the semester so she/he can work with you to select an area to teach and engage in co-
planning.

***Assignment to Hand in for Chalk and Wire***:
**field supervisor will let you know when specific pieces are due.

Lesson Study Portfolio #1 (2 connected lessons)
*Rationale for teaching lessons-why did you chose these lessons/content?
*Data you analyzed before teachinghow did this inform your lesson plans
*Lesson Plan 1
*Analysis of Lesson 1--strengths/challenges with specific attention to student learning--
including artifacts (assessments you collected, field notes, etc.) and discussions about
student learning based on data; discussions about how data collected informed lesson
2
*Lesson Plan 2
*Analysis of Lesson 2- strengths/challenges with specific attention to student learning--
including artifacts(assessments you collected, field notes, etc.) and discussions about
student learning based on data
*Overall reflection on two lessons--what did students learn (make sure backed up by
evidence); what do you feel are the next steps, discussions about how data could
inform future lessons, etc.

Lesson Study Portfolio # 2(this can be two separate lessons or a continuation of lesson
1 and 2) (2 connected lessons)
*Rationale for teaching lessons-why did you chose these lessons/content?
*Data you analyzed before teachinghow did this inform your lesson plans
*Lesson Plan 1
*Analysis of Lesson 1--strengths/challenges with specific attention to student learning--
including artifacts(assessments you collected, field notes, etc.) and discussions about
student learning based on data; discussions about how data collected informed lesson
2
*Lesson Plan 2
*Analysis of Lesson 2- strengths/challenges with specific attention to student learning--
including artifacts(assessments you collected, field notes, etc.) and discussions about
student learning based on data
*Overall reflection on two lessons--what did students learn (make sure backed up by
evidence); what do you feel are the next steps, discussions about how data could
inform future lessons, etc.

Final Reflection: What did you learn from this experienceabout student learning;
using data; yourself as a teacher; areas for future growth?

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(See rubric for chalk and wire in appendix)

2d. Four peer coaching sessions (FEAP: 1e, 2e, 5b, 5d, 5e; Objectives: 4, 8)
You will participate in four peer coaching sessions (two as a presenter and two as
an observer/coach) as part of your inquiry. Please meet with your coach before
they observe and decide on a method/focus for data collection. This will be
connected to your inquiry question. Your peer coach can help to collect data for
your inquiry. After the observation, post-conference with your coach. Share the
data--work together to analyze the data, talk about future goals. The person who
was observed should write a reflection about the feedback from the observation on
the researchers journal within a week of being observed (1st observation must be
done by TBD; 2nd observation must be done by TBD) as well as attach a scanned
copy of the data. Make sure to name who your coach was within the discussion post.
The data collected as part of the observation should be added to your inquiry data
portfolio.


2e. *****Inquiry Research Brief/Professional Development Plan (chalk and wire
task)******
(on chalk and wire may be named professional development plan)
When you reach the end of the semester you will look over your inquiry and write a
research brief about what you have done. The research brief will include a discussion
of: rationale for inquiry; wondering; summary of the research literature; data collection
methods (including why you chose them and a timeline of what you have done); data
analysis methods; main findings (must include evidence/data to back up your claims);
and implications (what did you learn; what are your new wonderings).

2f. Inquiry Presentation
You will have an opportunity to present your inquiry to your classmates and
collaborating teachers at the end of the semester. The format could be glogster, imovie,
prezi, etc.

3. Formal Observations by University Field Supervisor and Collaborating teacher
(FEAP: 1a-f, 2a-f, 2h 3a-j, 4a-d, 5a, 5d, 5e, 6; Objectives 1, 2, 3, 4, 5, 6, 7, 8,)
and Video Taping (FEAP: 1a, 1c-f, 2a-f, 2h-i, 3a-j, 4a-d, 5a-e; Objectives: 1, 2, 3, 4,
5, 6, 7, 8)

During this semester, two formative observations (see pages ) will be completed by
both the University Supervisor and your Collaborating Teacher ( total of four). To
prepare for each of the observations, you will complete the lesson plan template
identifying the essential focus for the lesson, techniques for instruction and assessment
focusing on active student involvement, effective methods for managing students, etc.
A pre-conference will be held prior to your instruction with the observer. Following the
lesson, you will participate in a post conference with the observer. During this post
conference, you will develop goals and an inquiry question for on-going professional
development. See Pages

You should videotape each of your observed lessons. This will help support your
reflection on your teaching. You will use these videos to support writing your
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post-conference reflection sheet. Your field supervisor/collaborating teacher may
ask you to watch clips from the video during the post-conference.

Pieces of Formal Observations
a. Lesson Planmust be given to field supervisor/collaborating teacher prior to
preconference
b. Post conference written reflectiondue on canvas one week after lesson is
taught (you will need to watch video in order to complete this reflection)

Points (lesson plan assessed / on-time)

At the end of the semester, the Undergraduate Teacher Candidate, the University
Supervisor and your Collaborating Teacher will each complete a Summative Evaluation.
This evaluation will look at the Undergraduate Teacher Candidates overall progress for
this internship. You will participate in a final conference to share this Summative
Evaluation and discuss goals for your final internship.

Assignments designated as Chalk and Wire (**) requirements must be scored 3 or
above in order to pass the course. If you turn in an assignment that receives a grade of
1 or 2, you will be required to redo the assignment. When you have successfully
completed the assignment, your new score will be entered into the chalk and wire
system. Your initial grade on the assignment will be used to compute your final grade
for the course.

4. Final End of Semester Surveyin order to receive a grade for the class you will
need to complete a program survey on survey monkey during the last week of the
semester. This survey is used to make program adaptations based on your feedback.


B. Quizzes (Points and/or %) n/a

C. Final Exam (Points and/or %) n/a

D. Policies Regarding Other Points Awarded (Points and.or %) n/a



9. GRADING CRITERIA:

Evaluation will be holistic, covering the entire experience. This will include (but is not
limited to): university supervisors observation notes, lesson plans, weekly
reflections, videos, inquiry project, seminar assignments, attendance records,
teacher interviews, and peer coaching participation. Grading will be A-C (pass) or
D/F (fail).

** Interns who have not turned in all assignments by the last day of class prior
to exam week or posted the Critical Assignments on Chalk and Wire will
receive an F (fail).
The following descriptions are general guidelines for determining the course outcome of
passing/ failing:

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A-B: Consistent, active and thoughtful participation each day in both the classroom
and in seminar discussions/ activities. Excellent quality and serious thought put into
each assignment. Professional growth is evident, as indicated on the midterm and
final observation forms, as well as on weekly reflections as assessed as
Developing or higher.

C+, C, C-, D+, D, D- or F: Inconsistency of participation in the classroom or seminar,
assignments that are incomplete or poorly done, failure to complete course
objectives, requirements, or expectations, or the inability to perform in a satisfactory
manner in the internship experience (documented by an unsatisfactory final
evaluation form from the university supervisor or the classroom teacher.

A+ = 97-100% A = 94-96% A- = 90-93%
B+ = 87-89% B = 84-86% B- = 80-83%
C+ = 77-79% C = 74-76% C- = 70-73%
D+ = 67-69% D = 64-66% D- = 60-63%
F = 59% and
below




Assignment Points Total
Community Inquiry --
Surrounding the School
KLEW20
Presentation10
30
Community Inquiry
-Classroom Community
30 30
Data Driven Connected
Lesson/Impact on Student
Learning
Round 130
Round 230
60
Inquiry into Teaching
within a subject area
Researchers
Journal/Discussions
5points X 8=40
Inquiry notebook--20
Final Research --
Brief/Professional
development plan--50
110
Formal Observations #1 20
#2 20
20
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CT Observations #1 10
#2 10
20
Total 270

** Interns who have not turned in all assignments by the last day of class prior to
exam week or posted the Critical Assignments on Chalk and Wire will receive an
F (fail).
**The assignment designated as Chalk and Wire (**)requirement must be scored 3 or
above in order to pass the course. If you turn in an assignment that receives a grade of
1 or 2, you will be required to redo the assignment. When you have successfully
completed the assignment, your new score will be entered into the chalk and wire
system. Your initial grade on the assignment will be used to compute your final grade
for the course.
**CRITICAL TASK ASSIGNMENT FOR CHALK AND WIRE IS: Data Driven Lesson
Sequence and Inquiry Brief.

11. Academic Dishonesty
Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the
exact words of a published text or the unattributed borrowing of original ideas by
paraphrase from a published text. On written papers for which the student employs
information gathered from books, articles, or oral sources, each direct quotation, as well
as ideas and facts that are not generally known to the public-at-large, must be
attributed to its author by means of the appropriate citation procedure. Citations may be
made in footnotes or within the body of the text. Plagiarism also consists of passing off
as one's own, segments or the total of another person's work.

Punishment for academic dishonesty will depend on the seriousness of the offense and
may include receipt of an "F" with a numerical value of zero on the item submitted, and
the "F" shall be used to determine the final course grade. It is the option of the
instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in
the course.

12. Detection of Plagiarism
The University of South Florida has an account with an automated plagiarism detection
service which allows instructors to submit student assignments to be checked for
plagiarism. I reserve the right to 1) request that assignments be submitted to me as
electronic files and 2) electronically submit to SafeAssignment.com, or 3) ask students
to submit their assignments to SafeAssignment.com through myUSF. Assignments are
compared automatically with a database of journal articles, web articles, and previously
submitted papers. The instructor receives a report showing exactly how a student's
paper was plagiarized.


Academic Disruption
Academic disruption is defined as the acts or words of a student in the classroom or
teaching environment which directs attention from the academic matters at hand, such
as noisy distractions; persistent, disrespectful or abusive interruptions of lecture, exam
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or academic discussions, or presents a danger to the health, safety or well being of the
faculty member of students.

13. Web Portal Information
Every newly enrolled USF student receives an official USF e-mail account that ends
with "mail.acomp.usf.edu." Every official USF correspondence to students will be sent
to that account. Go to the Academic Computing website and select the link "Activating a
Student E-mail Account" for detailed information. Information about the USF Web
Portal can be found at:
http://www.acomp.usf.edu/portal.htm.

14. ADA Statement
Students in need of academic accommodations for a disability may consult with the
office of Services for Students with Disabilities to arrange appropriate
accommodations. Students are required to give reasonable notice (typically 5 working
days) prior to requesting an accommodation.

14. USF Policy on Religious Observances
Students who anticipate the necessity of being absent from class due to the
observation of a major religious observance must provide notice of the date(s) to the
instructor, in writing, by the second class meeting.

15. ESOL & Florida Accomplished Practices (FAP) Requirements (for ESOL-
infused courses and other courses where assignments need to be collected by
students to complete their portfolios): Please note certain assignments are marked
(e.g., AP4 and 8, and/or ESOL22) or (*) and should be saved once graded, as
appropriate documentation for one or more of the Florida Accomplished
Practices/ESOL Performance Standards.

16. Critical Tasks
Students in the Elementary Education Program are required to successfully complete
Critical Tasks in program courses to document meeting State of Florida teacher
preparation standards. In this course the Critical Task is: THE DATA DRIVEN LESSON
SEQUENCE AND INQUIRY BRIEF. Failure to post this Critical Tasks by November 29,
2013 will result in a U for this course.

17. Canvas and Email
Course materials, checklists, and announcements will be posted on Canvas. Students
are responsible for downloading materials. Hardcopies of checklists or rubrics must be
handed in with assignments. Canvas email/conversations will be used to
communicate among class members. You are responsible for information that is
emailed to your Canvas account or is posted on Canvas. Please check them regularly.

18. Emergency Preparation
In the event of an emergency, it may be necessary for USF to suspend normal
operations. During this time, USF may opt to continue delivery of instruction through
methods that include but are not limited to: Canvas, Elluminate, Skype, and email
messaging and/or an alternate schedule. Its the responsibility of the student to monitor
the Blackboard site for each class for course specific communication, and the main
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USF, College, and department websites, emails, and MoBull messages for important
general information.

19. Communication
Educators are held to a higher standard than the general public. You will be asked to
sign The Social Media policies outlined in the College of Education Disposition at your
first seminar. Be sure to read this document carefully. Not adhering to these policies
could result in your dismissal from the College of Education. Under no circumstances
are you to use any type of social media with your students.


Please turn off cell phones while you are in the school and during seminar
sessions. Please do not text, email, or conduct personal Internet business
during class time. You may not use your cell phone or conduct personal
business while working with students.

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