Early Childhood and Middle Grades Education STEP Task Force

 

Task Force Members:

 

Cindy Carter, Language Arts, Nevils Elementary School

Becky Knight, Language Arts, South Effingham Middle School

Caren Town, Language Arts, Georgia Southern University, Dept. of Literature and Philosophy

Jan Cross, Social Science, Sallie Zetterower Elementary School

Alice Aud, Social Science, Screven County Middle School

Don Rakestraw, Social Science, Georgia Southern University, Dept. of History

Julie Nesmith, Math, Brooklet Elementary School

Patia Crump, Math, Southeast Bulloch Middle School

Sharon Taylor, Math, Georgia Southern University, Dept. of Mathematics and Computer Sciences

Jennifer Smith, Science, Screven County Elementary School

Linda O’Dowd, Science, Southeast Bulloch Middle School

Jessica Orvis, Science, Georgia Southern University, Dept. of Chemistry

Cherry Brewton, Georgia Southern University, Dept. of Early Childhood Education and Reading

Missy Bennett, Georgia Southern University, Dept. of Middle Grades and Secondary Education

 

 

[The timeline and work schedule of the task force are attached at the end of this document.]

 

 

The STEP task force reviewed the following documents:

1.       State of Georgia QCC Objectives

2.       National Content Standards

a.       Language Arts – National Council of Teachers of English

b.       Social Science – National Council for the Social Studies / National Council of Social Studies Standards

c.       Mathematics – National Council of Teachers of Mathematics

d.       Science – National Science Teachers Association / National Science Education Standards

3.       Praxis II Exam Objectives

4.       Middle Grades Program of Study

5.       Course syllabi for content area courses

6.       Course syllabi for education courses

 

In addition, the STEP task force:

1.       Compared the Georgia QCC’s to the content area standards

2.       Compared content area standards to GSU Middle Grades Program of study and education courses

3.       Analyzed discrepancies between content area standards, QCC’s, and courses

4.       Analyzed assessment strategies

 

After an initial meeting of all task force members, each of the four content area committees met individually, compiling information and proposed suggestions for each content area.  Two final meetings were held in which all task force members met together to share findings and compile the final report.  The report that follows contains information specific to each content area and is therefore shared in that way.

 

 

 

 

 

 

REPORT OF EARLY CHILDHOOD EDUCATION LANGUAGE ARTS COMMITTEE:

 

Members:

Caren Town                   GSU - Dept. of Literature and Philosophy

Cindy Carter                  Nevils Elementary School

 

The ECE Language Arts committee of the STEP Task Force Team examined these ECE program related documents: Program of Study, Reading/Language Arts Praxis II objectives, Language Arts K-5 Objectives, NCTE Standards,  and course syllabi for ECE and ENGL/Writing courses.   The committee’s findings and recommendations are  listed below. 

 

Findings:

1.         Content courses are consistent with NCTE expectations.

2.                   Methods courses are already linked directly to QCC’s and Praxis II.

3.                   A review of the syllabi for ECED 2233, 3262, 3232, 4233, and 3732 showed that attention is being given to literacy, language structure and development, grammar, and other aspects of teaching language arts.  ECED 3262 in particular addresses the writing process, literary content, and language arts instruction.

4.                   A variety of assessment strategies are currently being used in courses, such as performance assessments, oral presentations, written assignments, reflections, CD-rom presentations, WebCT work.

5.                   Emphasis in the ECE curriculum appears to be on math rather than language arts.

6.                   ECE preservice teachers need more experience in reading and analyzing literature in courses that focus exclusively on literary analysis.

7.                   Technology use and instructional techniques are consistently included in each ECE course.

 

Recommendations:

1.         Spend more time on reading and interpreting texts, especially in ECE courses.

2.         Have expanded discussion, teaching practice, and/or assessments of genres, literary terms, and critical approaches.

3.         Include more literature in the curriculum, in particular poetry and drama.

4.         Increase the emphasis on creative literary production.

5.         Require literature surveys beyond World Lit I or II.

6.         Have preservice teachers consider taking Introduction to Literary Studies, Children’s Literature and/or Adolescent Literature. (ENGL1101 and 1102 in the core may not contain literature components.)

7.         Identify education majors in content courses, even in core.

8.         Cut the number of MATH courses to allow for more ENGL/WRIT.

9.         Increase the emphasis on assessment in content courses.

10.        Include performance assessments in content courses.

11.        Provide information on teaching accelerated reader in ECE courses.

12.        Consider a content capstone course.

13.        Suggest WRIT 3131 (Teaching Writing) or WRIT 3430 (Linguistics and Grammar for Teachers) for the Free Elective.

 

 

 

 

 

 

 

 

 

 

 

 

REPORT OF EARLY CHILDHOOD EDUCATION MATHEMATICS COMMITTEE:

 

Members:

Sharon Taylor                GSU - Dept. of Math and Computer Science

Julie Nesmith                 Brooklet Elementary School

 

The ECE Mathematics Committee  examined these ECE program related documents: Program of study, Mathematics Praxis II objectives, Mathematics K-5 QCC’s, NCTM standards, course syllabi for ECED 4333: Teaching Mathematics and other ECED courses, and course syllabi for MATH content courses.   The committee’s findings and recommendations are listed below.

 

Findings:

 

1.                   ECED 4333: P-5 Teaching Mathematics and other education and MATH Courses are consistent with expectations of NCTM, Praxis objectives, and Georgia QCC.

2.                   Many of the K-5 Mathematics QCC’s are addressed through both  MATH courses and methods courses.

3.                   Some of the basic topics covered in two elective choices may be inappropriate for ECE majors.   These electives are Discrete Mathematics (MATH 5134) and calculus Concepts (MATH 5135).

4.                   A variety of assessment strategies are currently being used in content classes.   Performance assessment occurs in teacher education courses.

5.                   ECED 4333: P-5 Teaching mathematics provides the necessary pedagogical instruction in preparing preservice teachers for instruction of P-5 students in math based on the content gained in the core curriculum.

 

Recommendations:

 

1.                   Continue coverage of  time, temperature and money in ECED 4333:P-5 Teaching Mathematics;  these concepts are not appropriate for coverage in the mathematics courses.

2.                   Emphasize creating activities for the classroom that can be shared with other preservice teachers in the ECED 4333: P-5 Teaching Mathematics methods course.     Some suggested content topics for activities are:

·                     basic facts

·                     computation (whole numbers, decimals, fractions)

·                     measurement

·                     time

·                     money

·                     number sense

·                     number theory

·                     place value

·                     problem solving

·                     geometry

·                     estimation and rounding

3.                   Place more emphasis on developing grade level appropriate activities in the math methods course that are classroom ready and have been shared with everyone in the class rather than focusing on formal lesson plans.

4.                   Place more emphasis on  estimation  in the required mathematics courses.

5.                   Develop a different course for ECE to choose from in addition to Math 5134 or Math 5135 that will be more appropriate to the ECE major (for examples, patterns and functions).

6.                   Make sure there is an appropriate technology emphasis in both the math methods course and the mathematics courses.

7.                   Purchase appropriate manipulatives to incorporate into mathematics courses.

REPORT OF EARLY CHILDHOOD EDUCATION SCIENCE COMMITTEE:

 

Members:

Jessica Orvis                 GSU - Dept. of Chemistry

Jennifer Smith                Screven County Elementary School

 

The ECE Science Committee of the STEP Task Force examined these ECE program related documents: Program of Study, Science Praxis II objectives, Science K-5 QCC Objectives, NSTA-NSES, course syllabi for ECED 4433: P-5 Science and other ECED courses,  and course syllabi for science courses from biology, geology, chemistry, and physics.   The committee’s findings and recommendations are listed below.

 

Findings

1.                   The Science K-5 QCC Objectives, National Science Education Standards, and the Praxis II exam science objectives are congruent.

2.                   The required core coursework outlined for the BS ED: Early Childhood Education major at Georgia Southern University allows the possibility of inadequate science content preparation.  Adequate science content instruction for the ECE major is defined as the successful completion of courses covering each of the three major science areas (earth, physical, and life science) to prepare for instruction of P– 5 students in a manner consistent with the Georgia Quality Core Curriculum and the National Science Education Standards.  Adequate content instruction for the ECE major also means preparation for the successful completion of the Praxis. 

3.                   Health 1520, currently in place within the core curriculum for an ECE major, and Health 3530, required in the Teacher Education Program, work in conjunction with recommendation # 3 (below) to provide adequate instruction in the area of life science.

4.                   ECED 4433, P-5 Science provides the necessary pedagogical instruction preparing pre-service teachers for instruction of P-5 students in science based on the content knowledge gained in the core curriculum.

5.                   A variety of assessment strategies are currently being used such as written lab reports, small group projects, exams, and quizzes of various types.   Performance assessment occurs in teacher education coursework.

6.                   Technology  exposure consists of an introduction to equipment and instrumentation in a scientific laboratory and field experiences.   Technology is well integrated into the content of the coursework.

 

 

Recommendations:

1.                   Make provisions for ECE majors to develop a well-rounded background in the three basic areas of science-- physical science, earth science, and life science.  The Praxis, the Georgia Quality Core Curriculum (QCC), and the National Science Education Standards address these three areas; therefore, we recommend four introductory or entry-level science courses that give the ECE major the general background knowledge in the basic areas of science that is appropriate for the instruction of students, P- 5.  (See #2 below.)

 

 

 

 

 

 

 

 

 

 

 

2.                   Strongly encourage ECE majors to select the following options in Area D of Georgia Southern University’s core curriculum for Early Childhood Education majors.  Our selections represent the least amount of content coursework that would cover all of the topics required by the Praxis, the Georgia QCC, and the National Science Education Standards.

 

AREA D

 

Traditional Lab Science

 Biology 1130/1110        4 hours

      

Environmental Lab Science

              Geology 1330/1310      4 hours

 

Elective

Physics 1135                3 hours

                                       

Course to be added:  4th Science

                        Astronomy 1000            3 hours

 

Rationale for recommendation # 2.                                  

·         Life Science:  A large portion, 25%, of the science section of the Praxis is based on life science.  The only biology course listed that covers all of the Praxis objectives and the Georgia QCC is Biology 1130/1110.  Thus we recommend that each student take this course.

·         Physical Science:  A large portion, 25%, of the science section of the Praxis is based on physical science, consisting of physics and chemistry.  Physics 1135, How Things Work, is a 3-hour elective course that covers all of the physics topics for the Praxis.  This would provide an Early Childhood Education major the necessary knowledge for level of student to be instructed.

·         Earth Science:  A large portion, 25%, of the science section of the Praxis is based on earth science, which includes astronomy.  Geology 1330/1310 along with Astronomy 1000 will prepare an Early Childhood education major for the Praxis and instruction.

 

3.                   Add the fourth extra course  to Area D to allow Early Childhood Education majors a balanced curriculum which will prepare them for the Praxis and prepare them to teach according to the National Science Education Standards and the Georgia QCC.  In combination with the three existing courses, this fourth course will prepare these majors for developmentally appropriate instruction of students in grades P–5.

4.                   Raise minimum course grades from a D to a C to ensure adequate understanding of the content material and preparation for the Praxis II. 

5.                   Inform preservice teachers that they are unprepared for the Praxis exam and unprepared to teach in the content area if they  elect to take science courses in Area D that are not the courses represented above (under #2) or fail to distribute the possible alternative courses to have a balanced curriculum covering all three major science areas.   They should also know that they are not meeting all of the science education standards as outlined in the National Science Education Standards and the Georgia QCC.

6.                   Require that preservice teachers perform additional coursework if  they elect to take different science courses in Area D other than the ones listed above.  Preservice teachers will need additional coursework in order to be fully prepared to take the Praxis exam and to teach in the field.

7.                   Disseminate information concerning AREA D  during summer orientation.    Advising the Early Childhood Education major is critical in the early stages.

8.                   Make available the information concerning AREA D  in the advising center and the College of Education web site so that preservice teachers can plan their schedules with all the necessary information from home.

9.                   Focus on pedagogy and instructional methods in ECED 4433: P-5 Science, based on the general content knowledge in the three science areas- life, physical and earth.  Do not attempt to teach or re-teach the content material that would have been covered in Area D, Health 1320, and Health 3530.

                               

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

REPORT OF EARLY CHILDHOOD EDUCATION SOCIAL STUDIES COMMITTEE:

 

Members:

Don Rakestraw              GSU - Dept. of History

Jan Cross                      Sallie Zetterower Elementary School

 

 

The ECE  Social Studies Committee of the STEP Task Force  examined these ECE program related documents: Program of Study, Social Studies Praxis II objectives, Social Studies K-5 QCC Objectives, NCSS Standards, course syllabi for ECED 4533: P-5 Social Studies and other ECED courses,  and course syllabi for social science survey courses.   The committee’s finding and recommendations are listed below.

 

Findings:

1.                   After examining the Praxis, QCC objectives, and NCSS standards, we believe the three are very closely related, and that the Early Childhood program of study is constructed to prepare preservice teachers accordingly. 

2.                   Areas were found in the social studies content and the Early Childhood requirements that could benefit from refinements and alterations that would make the programs mesh more thoroughly.

3.                   A variety of assessment strategies are currently being used such as written reports, small group projects, exams, and quizzes of various types.   Performance assessment occurs in teacher education coursework.

4.                   Technology  exposure consists of an introduction to equipment and recommended resources in social studies.   Technology is well integrated into the content of the coursework.

5.         ECED 4533: P-5 Social Studies provides the necessary pedagogical instruction preparing pre-service teachers for instruction of P-5 students in social studies based on the content knowledge gained in the core curriculum.

 

 

Recommendations:

 

1.         Convince Early Childhood education majors that the content is cumulative, beginning with the first day of the first level of the first survey in history.  These preservice teachers must be persuaded that they need to know and retain this material.  Even in the advisement process, preservice teachers should be alerted to the fact that this material will be tested on the Praxis.  It is recommended that education majors be identified early and encouraged to take the survey classes under designated professors, who are sympathetic with the unique needs of these preservice teachers.  Keeping the text, notes, and other class materials can serve as the beginning of their teaching library in the Social Sciences and can be made a content component of the required portfolio to be reviewed in ECED 4533 (P-5 Social Studies).  To expand this teaching library, the creation of a resource notebook (or toolbox) in ECED 4533 is recommended with copies of lesson plans from all preservice teachers in this course.

2.         Develop and administer a Pre-Praxis II exam at the end of the junior year (perhaps, during the curriculum class – ECED 3131) to identify weak areas in Social Science content.   This is suggested because the survey courses are taken early in a student’s college career.   Preservice teachers would then be allowed to audit indicated/needed survey courses prior to taking the Praxis II.

3.         Identify “content mentors” from the university or “collaborative teachers” from the Demonstration Teacher program at GSU to help provide Early Childhood education students with additional support in the content areas.  Interacting with the professors and “soon to be” peer teachers would allow students the opportunity to delve into the importance of particular content and effective methods for communicating that content to their students.  This could take the form of a “chat room” with university faculty or a workshop setting with Demonstration Teachers.  Additional assistance could be found with the development of a Resource Center filled with free materials from publishers and lesson plans from other sources such as the Williamsburg Teacher Institute, Internet resources, etc.  *Note:  Realistically, compensation and/or release time for the content mentor/collaborative teacher would need to be considered.

4.         Consider keeping  HIST 1112 and HIST 2110 as core In the ECE program.   However,  these classes should have a mandatory pass stipulation with a C or better. 

5.                   Prescribe Geography 1130 (with an emphasis in U.S. regional geography) in area E as the elective that Early Childhood majors should take.  This fits with both the Praxis and QCC objectives.  Geography 3330 (Weather and Climate) would be an excellent elective to be added.

6.                   Add a Georgia history review and geography review (National GEOBEE website, for example) to ECED 4533 (P-5 Social Studies), if possible.  This course also needs to have a built-in review of the main events of American history in chronological order because Early Childhood QCC objectives focus on American history.  The syllabus for this course already indicates that instructors assign thematic units/presentations for this class.  The instructor could choose the most important main events based on the fourth and fifth grade QCC’s (they cover American History thoroughly) so that none are left out.  Preservice teachers could sign up to present them in chronological order.  This would also serve as a good review of content for Praxis.  It is important to note that most of the Early Childhood QCC’s are American History.  This course is the last opportunity they will have to look at Social Science content before Praxis.  (Examples of main events would be Native Americans, Early Explorers, Jamestown/Plymouth Colonies, the 13 Colonies, American Revolution, Westward Expansion, War of 1812, Indian Removal, Civil War, Reconstruction, etc.)  The review needs to look at 20th century history, as well.  Demonstration teachers could also be brought in to share history programs/events that help to bring history alive to their students.  This would, hopefully, get preservice teachers excited about the Social Studies area of their program and quite possibly, develop a cohort.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Report of the Middle Grades education Language Arts committee:

 

Members:

Becky Knight, South Effingham Middle School

Caren Town, GSU, Dept. of Literature and Philosophy

 

Findings:

1.                   Education courses are linked directly to QCC’s.

2.                   Content courses are consistent with the expectations of NCTE and Praxis II. 

3.                   A variety of assessment strategies are currently being used in courses, such as oral presentations, written assignments, reflections, CD-rom presentations, and WebCT. 

4.                   Preservice teachers need more training in the teaching of the writing process. 

5.                   Middle grades language arts preservice teachers need more opportunities to read, interpret, and analyze literary works of all genres, both in content and methods courses.

6.                   Preservice teachers should have a general understanding of content expectations for elementary and middle grades years, in order to be able to effectively build on previous years’ skills. 

 

Recommendations:

1.                   Include more reading and interpretation of literature of all genres.

2.                   Coordinate between ENGL and MGED courses the choice of young adult novels.  Address the debate between young adult fiction and the classics.

3.                   Emphasize creative writing and the writing process.

4.                   Reconsider the emphasis in Area F on geography, math, and lab science if preservice teachers aren’t going to choose that concentration.  Instead, preservice teachers should consider taking an additional World Literature survey.

5.                   Remove two math requirements if math is not a concentration.

6.                   Include more literature content courses in the program of study. 

Good options: American Lit I and II, Brit. Lit. I and II, Shakespeare, Children’s Lit., Adolescent Lit., Teaching Lit.

7.                   Address the duplication of content in EDU and ENGL courses.

8.                   Identify middle grades preservice teachers with language arts concentrations in core classes. 

9.                   Place more emphasis on writing across the curriculum, as many schools

require all content areas to have a writing component in their 9-weeks exams.  10.  Insure that preservice teachers know the QCCs and how they relate to the CRCT

domains and descriptors.

11.        Make sure there is an appropriate technology emphasis in language arts

methods and content courses, in particular in the teaching of technology.

12.                Preservice teachers need to know how to use and review software.

13.                Curriculum courses should more clearly address specific language arts content            expectations for each grade level.

 

 

 

 

 

 

 

 

 

 

 

 

 

REPORT OF THE MIDDLE GRADES EDUCATION MATHEMATICS COMMITTEE:

 

Members:

Patia Crump, Southeast Bulloch Middle School

Sharon Taylor, GSU Department of Mathematics and Computer Science

 

FINDINGS:

 

During the 1999-2000 school year, faculty from the Department of Mathematics and Computer Science, Department of Middle and Secondary Education, and the Department of Early Childhood Education and Reading met to discuss how to implement the Board of Regents policies regarding requirements for Early Childhood and Middle Grade majors.  This team looked at guidelines for teacher education put forth by the Mathematical Association of America as well as objectives in the National Council of Teachers of Mathematics Standards documents, the Praxis examinations, and the Georgia Quality Core Curriculum.  As a result of this collaborative effort, two re-designed versions of previous courses and three new courses were implemented in the Department of Mathematics and Computer Science beginning in Fall 2000.

 

Middle Grade majors who do not choose mathematics as an emphasis area are only required to take two introductory courses (MATH 2031 and 3032).  Preservice teachers who do choose mathematics as an emphasis area are required to take five courses (MATH 2031, 2032, 5130, 5134, and 5135). Therefore, all Praxis II objectives must be met in the first two courses for the benefit of the non-mathematics specialists preservice teachers.

 

As part of the process to ensure appropriate content standards were being met, objectives from the Middle School--Content Knowledge Praxis II exams were matched with the appropriate courses in the mathematics department.  This matching process appears in the folders of the STEP team members and can be obtained from the Department of Middle Grades and Secondary Education.

 

Although the NCTM Standards were examined in the initial course planning process, the team examined concepts from the Standards again to verify that the courses that were set up are consistent with what national professional organizations expect in a teacher education program.

 

The team also examined objectives from the QCC’s for grades 6-8.  All objectives in these grades levels are being covered in the mathematics and methods courses.  A variety of assessment strategies are currently being used in content classes.  Performance assessment occurs in teacher education coursework.

 

Beginning in July 2002, Middle Grade majors will take different Praxis II exams than they do now.  In an effort to make sure our majors will be prepared for these new requirements, the team examined the objectives of the new test to be required Middle School Mathematics.  All objectives except the following are currently being met:

 

1.       solve problems using relationships among the parts of triangles such as sides, angles, medians, midpoints, and altitudes

2.       solve problems that involve using the properties of circles, including those involving inscribed angles, central angles, chords, radii, tangents, secants, arcs and sectors

3.       execute geometric constructions using straight edge and compass (for example, bisect an angle or construct a perpendicular)

4.       prove that a given geometric construction yields the desired result

5.       demonstrate an understanding of basic computer terminology and the roles of hardware and software

6.       use “friendly” software (for example, spreadsheets, instruction packages)

 

 

RECOMMENDATIONS FOR THE MATHEMATICS COURSES IN THE MATHEMATICS DEPARTMENT:

1.       to be prepared for the upcoming changes in the Praxis II requirements, incorporate the objectives that are not currently being met into appropriate mathematics courses

2.       make sure there is an appropriate technology emphasis

3.       purchase appropriate manipulatives to incorporate into mathematics course

 

RECOMMENDATIONS For the math methods course in THE COLLEGE OF EDUCATION:

1.       More emphasis should be placed on developing grade level appropriate activities that are classroom ready and have been shared with everyone in the class rather than focusing on formal lesson plans.

2.       Make sure there is an appropriate technology emphasis.

 

 

 

 

 

 

 

 

REPORT OF THE MIDDLE GRADES EDUCATION SCIENCE COMMITTEE:

 

           

Members:

Linda O’Dowd, Southeast Bulloch Middle School

Jessica Orvis, GSU Department of Chemistry

 

FINDINGS:

 

  1. The Science 6-8 QCC Objectives, National Science Education Standards, and the Praxis II exam science objectives are congruent.
  2. The required core coursework outlined for the BSED: Middle Grades Education major at Georgia Southern University allows the possibility of inadequate science content preparation.  Adequate science content instruction for the middle grades major is defines as the successful completion of courses covering each of the three major science areas (earth, physical, and life science) to prepare for instruction of 6-8 students in a manner consistent with the Georgia Quality Core Curriculum and the National Science Education Standards.  Adequate content instruction for the MGE major also means preparation for the successful completion of the Praxis II.
  3. A variety of assessment strategies are currently being used:  written lab reports, poster projects, small group projects, typical examinations and quizzes of various types.  Performance assessments can be found in the teacher education coursework.
  4. Technology exposure includes an introduction to equipment and instrumentation used in a scientific laboratory and in field experiences.  Technology is well integrated into the content of coursework.

 

 

RECOMMENDATIONS:

 

  1. We recommend that preservice teachers have a well rounded background in the three basic areas of science-- physical science, earth science, and life science.  A large number of topics are included in each of these three areas that are vital to the teaching success of a middle grades science teacher.  Not all introductory courses cover the large number of topics needed in each of the three areas of science.  Therefore, we recommend specific science courses that cover all of the topics considered important in the Georgia QCCs, the National Science Education Standards, and the Praxis II exam.  (see #2)

 

  1. Because of the reasons cited above, we recommend that preservice teachers be strongly encouraged to select the following options in Area D of GSU’s core curriculum.  Our selections represent the least amount of content coursework that would cover all of the topics required by the Praxis II, the QCCs, and the National Science Education Standards.  

 

 

Area D

 

Section I: Traditional Lab Science

       Biology 1130/1110  4 hours

 

Section II: Environmental Lab Science

                  Chemistry 1040       4 hours

 

Section III: Elective

                  Astronomy 1000      3 hours

                  or  Physics 1135      3 hours

 

 

  1. Life Science - A large portion-- 25% of the science section of the Praxis is based on life science.  The only biology course that covers all of the topics listed is Biology 1130/1110.  Thus we recommend that each student take this course.

 

 

  1. Physical Science - A large portion-- 25% of the science section of the Praxis is based on physical science, consisting of physics and chemistry.  There are a total of six chemistry and physics courses that would cover the topics listed.  Because an environmental science course is required of all GSU preservice teachers, taking an environmental chemistry course for the environmental science would require the least amount of content coursework overall.  Physics 1135, How Things Work, is a 3 hour elective course that covers all of the physics topics for the Praxis II exam.

 

 

  1. Earth Science- A large portion-- 25% of the science section of the Praxis is based on earth science, which includes astronomy.  There is no one geology course that covers all of the earth science requirements, so there are more geology courses on the course requirement list.

 

 

Specialized Content for Teaching

Science (9 hours)

GEOG 3330 Weather and Climate                       3 hours

GEOL 1530  Oceanography                                3 hours

GEOL 5230 Earth Science                                  3 hours

 

 

  1. If preservice teachers elect to take science courses in Area D that are not the courses represented above (under #2), they should be told that they are unprepared for the Praxis II exam and unprepared to teach in the content area.  They should also know that they are not meeting all of the science education standards as outlined in the National Science Education Standards.

 

  1. If preservice teachers elect to take different science courses in Area D other than the ones listed above, they will need additional coursework in order to be fully prepared to take the Praxis II exam and to teach in the field.

 

 

  1. Under Area F, Teaching Field Prerequisites, we recommend that preservice teachers choose between only

 

Physics 1135                3 hours

 

or   Astronomy 1000       3 hours.

 

  1. Advising the middle grades science education major is critical in the early stages.  Much of the information above needs to be disseminated during summer orientation. 

 

This information should be made available, not only in the advising center, but on the College of Education web site so that preservice teachers can plan their schedules with all the necessary information from home.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

REPORT OF THE MIDDLE GRADES EDUCATION SOCIAL STUDIES COMMITTEE:

 

 

Members:

Alice Aud, Screven County Middle School

Don Rakestraw, GSU Department of History

 

Findings:

 

            First and foremost it is essential that middle school education preservice teachers appreciate that the content is cumulative, beginning with the first day of the first level of the first survey in history.  These preservice teachers must be made aware early on that they need to know and retain this material.  Even in the advisement process, they should be alerted to the fact that this material will be tested on the Praxis II exam.  It is encouraged that education majors be identified early and encouraged to take the survey classes under designated professors, sympathetic with the unique needs of these preservice teachers.

            College of Education course syllabi reveal the use of various forms of assessment and broad use of technology.  This was not evident in available social science syllabi.

 

 

 

RECOMMENDATIONS FOR COLLEGE OF EDUCATION:

 

1.       It is recommended that preservice teachers keep the tests, notes, and other class materials from the survey Social Science courses to form the foundation of their teaching library in the social sciences.  It is further recommended that this become a “content component” of the portfolio to be reviewed in MGED 3432. 

2.       It is recommended that this teaching library be expanded with the creation of a notebook (or toolbox), with copies of student lessons distributed (via Web CT) to the other preservice teachers in the class.

3.       Since the survey classes are taken early in a student’s college career, it is recommended that a pre-Praxis II exam be developed and administered at the end of the junior year, perhaps during the MG Block I class, to identify weak areas in content.  Preservice teachers would then be encouraged to “audit” or sit in on indicated/needed survey courses prior to taking the Praxis II exam. 

4.       Identifying “content mentors” from the university or “collaborative teachers” from the Demonstration Teacher program would also provide these preservice teachers with additional support in the content areas.  Interacting with professors and soon-to-be peer teachers would allow preservice teachers the opportunity to delve into the importance of particular content and effective methods for communicating that content to their preservice teachers.  This could take the form of a chat room with university faculty or a workshop setting with Demonstration Teachers.

*Note:  Realistically, compensation and/or release time for the content mentor/collaborator will need to be negotiated at the dean-to-dean level.

5.       Additional assistance could be provided with the development of a Resource Center filled with ancillary teaching aids and materials generally available from publishers.  These materials may be housed in the College of Education and acquired by faculty from the College of Education as well as the Department of History.

 

Recommendations FOR DEPARTMENT OF HISTORY:

 

1.        Require a grade of C or better in Social Science core courses:

v         HIST 1111 - World History I

v         HIST 1112 – World History II

v         HIST 2110 – U.S. History

v         POLS 1101 - American Government

v         ECON 2105 - Economics in a Global Society 

2.        Prescribe the following courses:

v         Area E in the second semester - Geography 1130

v         Area F teaching field prerequisites - HIST 1111 - World History I

v         Area F teaching field prerequisites - GEOG 3330 - Weather and Climate - should be added (and recommended during advisement) to the third selection menu in Teaching Prerequisites

3.        Oceania as per QCC and CRCT should be included/emphasized as part of the present World History I and II and/or Geography courses.

4.        Geography of Georgia and its influence on the historical development of the state should be taught as part of the present Georgia History requirement.

5.        Identifying “content mentors” from the university or “collaborative teachers” from the Demonstration Teacher program would also provide these preservice teachers with additional support in the content areas.  Interacting with professors and soon-to-be peer teachers would allow preservice teachers the opportunity to delve into the importance of particular content and effective methods for communicating that content to their preservice teachers.  This could take the form of a chat room with university faculty or a workshop setting with Demonstration Teachers.

*Note:  Realistically, compensation and/or release time for the content mentor/collaborator will need to be negotiated at the dean-to-dean level.

6.        Additional assistance could be provided with the development of a Resource Center filled with ancillary teaching aids and materials generally available from publishers.  These materials may be housed in the College of Education and acquired by faculty from the College of Education as well as the Department of History.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Components to address in the STEP “institutional analysis”:

 

 

Early Childhood Education (ECE) Grades PreK-5

 

Ø      Program Objectives

Ø      Program of Study

·        Areas A, B, C, D, E, F, and Teacher Education Program

Ø      Standards from Learned Societies

·        Language Arts- NCTE http://www.ncte.org/standards/standards.shtml

·        Social Studies- NCSS              http://socialstudies.org/standards/stitle.html

·        Mathematics- NCTM               http://standards.nctm.org/

·        Science- NSES                        http://books.nap.edu/html/nses/html/overview.html

Ø      Praxis II Objectives

Ø      QCC Objectives

 

 

Middle Grades Education (MG) Grades 6-8

 

Program Outcomes

Ø      Program of Study

·        Areas A, B, C, D, E, F, and Teacher Education Program

Ø      Standards from Learned Societies

·        Language Arts- NCTE http://www.ncte.org/standards/standards.shtml

·        Social Studies- NCSS              http://socialstudies.org/standards/stitle.html

·        Mathematics- NCTM               http://standards.nctm.org/

·        Science- NSES                        http://books.nap.edu/html/nses/html/overview.html

Ø      Praxis II Objectives

Ø      QCC Objectives

 

 

 

 

 

 

 

 

 

 

 

 

 

 

P-5 Faculty

 

 

6-8 Faculty

 

University Faculty

 

Step 1:  Examine Program Related Documents

 

Compare ECE Program objectives, and Program of study with content-specific:

 

 

  1. Praxis II Objectives
  2. QCC Objectives

 

 

Compare MG Program outcomes, and Program of study with content-specific:

 

 

  1. Praxis II Objectives
  2. QCC Objectives

 

 

Compare ECE Program objectives and Program of study and MG Program outcomes and Program of study with content-specific:

 

  1. Praxis II Objectives
  2. National Learned Societies Standards

Step 2:

 

Meet together with University content faculty to share notes about Praxis II and QCC

 

Meet together with University content faculty to share notes about Praxis II and QCC

Meet together with P-8 content faculty to share notes about Praxis II and National Standards

 

Step 3:

 

 

Compile report as content team to share with full committee

 

 

Step 4:

 

 

Full committee compiles all content areas (LA, Science, SS, Math) to create one report

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Early Childhood/Middle Grades STEP Task Force

Schedule/Timeline of Meetings

 

 

Date    

Time

Objective

Outcome

Wed, May 8th    

8:30 am – 12 noon

Introductions, Charge, Distribution of materials

Eager and Informed Participants!

May 9 – May 21

Individual work time

Examine program related documents:  Program of study, Praxis II, QCC’s, National Standards

Compile written findings from individual content area (questions, discrepancies, findings)

Wed, May 22nd

8:30 am – 12 noon

K-5 Early Childhood Faculty and University faculty (within content areas) meet to share and compare

Share and compare the findings of Program of study, Praxis II, QCC’s, and National Standards

 

1:00 pm – 4:30 pm

MG Faculty and University faculty (within content areas) meet to share and compare

Share and compare the findings of QCC’s, Praxis II, and National Standards

May 23rd – June 4th

Individual/Team work time

Examine shared content area findings

P-8 + University faculty member team creates written progress report from content area with findings and recommendations

Wed, June 5th

4:00 p.m. – 6:00 p.m.

Share progress reports by content area teams; Make modifications or adjustments

Submit (on disc) copy of progress report to Brewton (ECE) and Bennett (MG); Provide 14 hard copies for dissemination

June 6 – 12

Individual/Team work time

Review all content area progress reports and submit (by e-mail) revisions to Brewton (ECE) and Bennett (MG)

Brewton and Bennett receive final

recommended revisions by June 12th 

June 13 - 18

Individual/Team work time

Compile final recommendations

Brewton and Bennett compile overall list of findings and recommendations for ECE and MG

Wed, June 19th

8:30 am – 12 noon

Brewton (ECE) and Bennett (MG) share complete list of findings and recommendations with entire group

Create final narrative of findings and recommendations of STEP Task Force for Program Improvement in ECE and MG

All meetings will take place in the COE Classroom Building in Room 3160.