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KEY: Required TPE connections Custom information for your course The remaining unhighlighted text is from the CED template and should not be changed.

Vision: Equity & Excellence in Education

Mission: The College of Education at CSULB is a learning and teaching community that prepares professional educators and practitioners who promote equity and excellence in diverse urban settings through effective pedagogy, evidence-based practices, collaboration, leadership, innovation, scholarship, and advocacy.

EDSS 450S Curriculum and Methods in Teaching Social Science

Fall 2021

Single Subject Credential Program

Course Information

Instructor: Gail Hamilton Email: gail.hamilton@csulb.edu Sign up for EDSS 450S Remind App at https://www.remind.com/join/edss450s if you want to communicate with me via text.

Office Hours Days/Times: Tuesdays: 2:30 – 3:30 Wednesdays: 3:30 – 4:30 Thursdays: 2:30 – 3:30 And by appointment https://calendly.com/gail-hamilton/15min

Office Hours: FO2-117 This semester office hours will be on Zoom: https://csulb.zoom.us/j/5629854428

Class Days/Times: Wednesdays from 5 to 7:45 pm In-person: Weeks 1, 4, 7, 10, 13, and 16 Synchronous Zoom: Weeks 2, 3, 5, 6, 8, 9, 11, 12, 14, 15,

Class Venue: PSY-152 (in-person class sessions) Synchronous Zoom sessions: https://csulb.zoom.us/j/5629854428

Catalog Course Description Prerequisites: EDSS 300A-S (Only Topic S is required). Admission to the Single Subject Credential Program or permission of the Director of the Single Subject Credential Program.

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Required prior to student teaching. Objectives, curriculum, materials, instructional strategies, and assessment specific to teaching history and social science to diverse students. Reflective practice based on the California Standards for the Teaching Profession and state curriculum frameworks.

Letter grade only (A-F). Fieldwork requirement. “B” grade or better required to advance to student teaching. May be repeated to a maximum of 6 units.

Course Student Learning Outcomes and Goals In 2016 the Commission on Teacher Credentialing (CTC) established 6 Teaching Performance Expectations (TPEs) for subject matter credential programs:

• TPE 1: Engaging and Supporting all Students in Learning • TPE 2: Creating and Maintaining Effective Environments for Student Learning • TPE 3: Understanding and Organizing Subject Matter for Student Learning • TPE 4: Planning Instruction and Designing Learning Experiences for All Students • TPE 5: Assessing Student Learning • TPE 6: Developing as a Professional Educator

The Course Learning Outcomes were developed in line with the above TPEs. Through assigned readings, classroom experiences, fieldwork, and course assignments, students will meet these specific learning outcomes: 1. Select appropriate methods and strategies to use in various teaching contexts (TPEs 1, 3, 4, 5) Assessment: Unit Plan Project, Lesson plans 2. Document and evaluate a variety of subject-specific teaching activities completed during a minimum of 25

hours of fieldwork, within two fieldwork modules (TPEs 3, 5) Assessment: Modules 1 and 2 (Teaching Log)

3.Demonstrate knowledge of state curriculum standards and frameworks, the Common Core State Standards

(CCSS), English Language Development (ELD) standards, adopted textbooks, student interest, technology and digital literacy, and teacher expertise in curriculum design. (TPEs 1, 3, 4) Assessment: Lesson Plans, Unit Plan Project

4. Establish and communicate research-based learning goals and performance standards for all students

that emphasize critical thinking skills and problem-solving strategies (TPE 5) Assessment: Unit Plan Project & Module 2 (Assessment Section) 5. Develop teaching units that include teaching and learning objectives, materials, instructional

strategies, performance standards, age and developmental instruction and assessment measures, and daily lesson plans. (TPEs 1, 3, 4, 5)

Assessment: Unit Plan Project 6. Differentiate instruction to meet the learning needs of students from diverse heritage, ethnic,

linguistic, socio-economic, and ability backgrounds (TPEs 1, 2, 4, 5) Assessment: Lesson Plans, Module 1, Weekly planner portion of Unit Plan Project

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7. Develop instructional environments that engage and motivate all students in learning in independent, group, and whole-class contexts, with attention given to instructional technology, including assistive technology, principles of Universal Design for Learning (UDL), and adaptations and opportunities for students to support each other. (TPEs 1, 2, 5)

Assessment: IRIS Module for UDL 8. Promote student rapport and equity by fostering respect for themselves and others, including

differences in gender, race, ethnicity, and exceptionality (TPE 2) Assessment: Unit Plan Project & Signature Assignment 9. Apply appropriate Specially Designed Academic Instruction in English (SDAIE) (TPEs 1,4,5) Assessment: Unit Plan & Modules (1&2) 10. Utilize classroom management strategies appropriate to the instructional program (TPEs 2, 5) Assessment: Lesson Plans, Signature Assignment 11. Provide students with special needs, working with specialists to examine data from/with specialists for

EL and ELD students. (TPEs 1, 4, 5) Assessment: Unit Plan & Field Work Modules 12. Communicate the instructional program and individual student programs to parents (TPE 6)

Assessment: Introduction Video portion of Unit Plan Project 13. Describe how the instructional program is situated within local/state frameworks (TPEs 1, 3, 6)

Assessment: Unit Plan Project 14. Relate the California Standards for the Teaching Profession, the Common Core State Standards (CCSS)

and English Language Development (ELD) standards to instruction and professional development. Introduce, practice, and assess collaboration in co-planning and teaching in Professional Learning Communities (PLC’s). (TPEs 3, 1, 4, 6)

Assessment: Unit Plan Project/Lesson Plans 15. Incorporate appropriate computer-assisted instruction in unit and lesson plans; use technology to find

professional literature and curriculum materials. Introduce, practice, and assess technology-rich lessons and digital literacy. Introduce and use technology for assessment, data analysis, and communications with parents. (TPE 1)

Assessment: Unit Plan Project & Lesson Plans, IRIS Module 16. Utilize reflective self-assessment strategies to assess teaching performance and professional

development. (TPEs 4, 2, 6) Assessment: Signature Assignment self-assessment

17. Identify ways of working collegially with other teachers in their subject and with teachers throughout

the school. Development of professional norms and collegial routines that de-privatizes instructional practices through Professional Learning Communities (PLC’s). Introduce and practice professional

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responsibility for student privacy while working with various staff members in a school setting. (TPE 6).

Assessment: Unit Plan Project & Fieldwork Reflection 18. Discuss the impact of historical thinking skills and historical accounts in the learning environment and

recognize the biases and assumptions underlying instructional materials in History-Social Science. Link academic history to instructional design practices. (TPE 3, 6)

Assessment: Unit Plan Project

Required Texts/Course Materials: Please Purchase:

• Teaching for Historical Literacy: Building Knowledge in the History Classroom by Matthew T. Downey and Kelly A. Long (Routledge, 2016) ISBN 9781138859586. Available at the university bookstore as well as Amazon and other online retailers.

We will also utilize these free online required resources: • History-Social Science Content Standards for California Public Schools (1998) • California History-Social Science Framework (2016) • California Common Core State Standards (2013) • California English Language Development Standards (2012)

About This Course EDSS 450S is the subject-specific History-Social Science methodology course designed to help you understand the best practices for teaching history/social science in a California secondary school. You will learn about resources and teaching strategies unique to History-Social Science while preparing you to meet the California Standards for the Teaching Profession (CSTP). Topics covered include state standards and frameworks, instructional strategies, linking curriculum, instruction, and assessment in an integrated approach to student literacy, developing an equitable instructional program that meets the needs of all students, communicating the program to students and families, motivating all students to learn, and modifying curriculum for special needs students. Throughout the semester you will learn about and practice new history teaching pedagogy. We will combine hands-on activities with discussions about real life classroom scenarios and research-based approaches to learning. My goal is that you will be equipped with the necessary skills, resources, and support network to succeed in your student teaching assignment and to begin your career as an educator. What to Expect Each week you will be assigned selections from Teaching for Historical Literacy and/or articles by other experts in the field of teaching history and discuss ideas with your classmates on our online discussion board. You are expected to take notes on the readings. For many weeks I will provide electronic graphic organizers so that you can practice different types of notetaking organizers that you may want to use with your students. So that you can practice some of the pedagogical skills you are learning, each week, 2 or 3 students will be responsible for leading a discussion activity that incorporates at least one of the teaching strategies you are learning in CSULBs Single Subject Credential Program. In addition, you will write objectives, design interactive lessons using UDL principles, and plan assessments to measure students' learning. There are both group and individual assignments and I will model differentiation. Teaching Philosophy

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During my 15-year career as a middle school teacher, I wanted to create a space where students learned to love history and feel safe and supported. School should be a place where students can learn from their mistakes and be encouraged to take academic risks. Learning how to apply historical thinking was more important to me than memorizing a cannon of facts. This philosophy influenced my choice of readings, discussion topics, and projects. I accepted late work, allowed students to re-do assignments as a middle school teacher and I do the same when I am teaching this course.

Mode of Delivery and Technical Requirements This course is hybrid in design, involving both in-person instruction and synchronous online learning. Students will access the course material and activities on BeachBoard and are required to participate in synchronous class meetings via Zoom [or in person, as applicable]. All students must have access to a computer or other device with Internet functionality to access BeachBoard and Zoom, participate in class activities, and complete assignments. Students must also have access to the Internet sufficient to interact in synchronous online class meetings. Students who experience unexpected technical issues for an online class session or assignment will be provided with the opportunity to make up missed work. Students who experience technical issues during a synchronous online meeting or with an assignment should email me as soon as possible to let me know.

To access this course on BeachBoard and Zoom, students will need access to the Internet and a supported web browser (Safari, Google Chrome, or Firefox). Log in to BeachBoard with your CSULB Campus ID and BeachID password. Once logged in, you will see the course listed in the My Courses widget; click on the title to access the course. To access Zoom, first install the latest version of the Zoom app on your device. Use the link provided and/or sign in using your CSULB Campus ID and BeachID password via Single Sign On to create or join a Zoom session. If students need technical assistance during the course or would like to report a technical issue with BeachBoard or Zoom, they should contact the Technology Help Desk. The university provides a variety of technology resources to students. Course Communication and Zoom Etiquette We will use BeachBoard to make announcements, communicate information, post assignments and corresponding due dates, and discuss course-related topics. Please note: It is the student’s responsibility to check BeachBoard a minimum of once per week, as it will contain valuable information about upcoming class assignments, activities, and other elements of the course. Students should also be sure to check their CSULB email accounts a minimum of twice per week to receive important communications about the course from the instructor or other enrolled students. Students should also review the Office of Student Conduct and Ethical Development’s Zoom Etiquette for Students @ the Beach. Course Schedule The instructor reserves the right to alter this syllabus and/or the structure of the course, including components of the BeachBoard platform, assignments, and deadlines, if situations that arise that necessitate doing so.

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Week #/ Date/ Class

Location

Focus / TPE

Readings to be completed before class (unless specified, all readings are on BeachBoard)

Assignments Due (Assignment

instructions and rubrics are available

on BeachBoard)

#1 8/25

PYS 152

Course overview and history as investigation and narrative (TPEs 3, 6)

• Syllabus

• Watch “What Are You Reading?” 13- minute video from OC for the Social Studies 2021 Conference

Get to know your Peers See instructions on the linked slide deck.

#2 9/1

Zoom

What guides our instruction? Standards and best practices (TPEs 1, 2, 3, 4, 6)

• California Framework: Introduction and Chapter 21 (Instructional Strategies)

• Watch Why Does History Really Matter? Panel Discussion from OC for Social Studies

• Watch Using Culturally Relevant Pedagogy • Skim “Culturally Relevant Teaching in the

Social Studies Classroom” article by Natalie Mendoza, PhD.

• Journal Entry #1 • Group 1

prepared to lead discussion

#3 9/8

Zoom

New Pedagogy of History Education (TPEs 1, 3, 4, and 5)

• “They Thought the World was Flat? Applying the Principles of How People Learn in Teaching High School History” by Bob Bain

• Ch. 1 &2 Teaching for Historical Literacy: Building Knowledge in the History Classroom by Matthew T. Downey and Kelly A. Long (THL)

• Guest Speakers: Teacher Panel

• Journal Entry #2 • Group 2

prepared to lead discussion

• IRIS Module on Universal Design

#4 9/15

PYS 152

History as Inquiry (TPEs 1, 2, 3, 4, and 5)

• “Problems, Questions, and Themes in the

History/Geography Course” Appendix B from the California State History/Social Science Framework

• Ch. 3 & 4 THL

• Journal Entry #3 • Group 3

prepared to lead discussion

• Lesson plan #1

#5 9/22 Zoom

Thinking Like a Historian: Introduction to historical thinking skills (TPE 3)

• “Why Historical Thinking is not about History” in History News Spring 2016 by Sam Wineburg

• Ch. 5 & 6 THL

• Journal Entry #4 • Group 4

prepared to lead discussion

#6 9/29 Zoom

Making DBQs Accessible to All Students (TPE 1, TPE 3, TPE 4)

• Peter Seixas “Big Six” Guideposts to Historical Thinking

• Read “Recognizing and Addressing the Barriers to Adolescents’ Reading Like a Historian” by Jeffrey Nokes

• Ch. 7 THL • Watch 2 videos from “Arguments with

Evidence” teacher talk from OC for the Social Studies 2021 https://community.oerproject.com/events/oc-for-social-studies-2021/p/track-talks

• NOTE: Student teacher applications for Spring 2021 are due by 10/1

• Journal Entry #5 • Group 5

prepared to lead discussion

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#7 10/6

PYS 152

Teaching U.S. History: the challenges of textbooks Historical thinking skills (TPE 2, TPE 3, TPE 6)

• Ch. 1 of Howard Zinn’s A Peoples History of the United States • Ch. 8 THL • Listen to: Teaching Hard History: Season 3,

Episode 1: Reframing the Movement Podcast • Optional: Introduction to Thomas Bender’s A

Nation Among Nations

• Journal Entry #6 • Group 6

prepared to lead discussion

• Lesson plan #2

#8 10/13 Zoom

Teaching World History (TPE 3, TPE 6)

• “Constructing World History in the Classroom” by Ross Dunn

• Ch 9-10 THL

• Journal Entry #7

• Group 7 prepared to lead discussion

#9 10/20 Zoom

Equity and Access in HSS Classroom Differentiating for EL students (TPE 1, TPE 2)

• 2016 CA HSS Framework Chapter 20 (Access and Equity)

• Ch. 11 THL • Ch. 10 “Teaching Content in an Academically

Diverse Class” from Collaborative Models of

Inclusive Education

• Journal Entry #8

• Group 8 prepared to lead discussion

#10 10/27

PYS 152

Differentiating for Accelerated students (TPE 2, TPE 4)

• Ch. 12 THL Watch these videos on differentiation: o Differentiating Instruction: It’s Not as Hard as

You Think o Differentiation Instruction: How to Plan Your

Lessons

• Journal Entry #9

• Group 9 prepared to lead discussion

• Module 1 Due

#11 11/3 Zoom

Skill Based Assessments (TPE 2, TPE 4)

• “Beyond the bubble in history/social studies assessments” by Joel Breakstone, Mark Smith and Sam Wineburg from The Phi Delta Kappan, Vol. 94, No. 5 (February 2013), pp. 53-57

• 2016 CA HSS Framework Chapter 19 (Assessment)

• “Avoiding Unintended Consequences in Grading Reform” by Dylan Wiliam

• Lesson plan #3

• No Discussion Board Post this week

#12 11/10

PYS 152 Zoom

Teaching Social Science topics: Economics/Government

• Guest Speakers Read Chapter 17 from California State

Framework (Principles of American Democracy)

Read Chapter 18 from California State

Framework (Principles of Economics)

• No Discussion Board Post this week

#13 11/17

Management strategies in HSS Classroom (TPEs 1, 2, 4, 6)

• Discussion of Community Building as a means of managing behavior

• Signature Assignments - Teach Lesson to peers

• No Discussion Board Post this week

11/24

No class – Thanksgiving Break

#14 12/1

Academic conversations in history class

• Chapter 8 of Academic Conversations • Signature

Assignment

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Zoom (TPE 2, TPE 4) Reflection and

Annotated

Video • Module 2

#15 12/9 Zoom

Reflection Showcase Projects • Unit Plan &

Curriculum

Year Video

Intro

#16 12/15

PYS 152

Class discussion of professionalism, guest speaker with tips for interviewing, and class celebration (details to follow)

• Meeting

Student Trauma

with Asset-

Based

Approach

Course Evaluation Components and Grading Evaluation Components

• Journal Entries (Weekly): The purpose of this assignment is to reflect on the week’s readings and discussthem with your classmates to foster a deeper understanding of effective pedagogy. [Practice for TPE 6.2,6.4.]

• Please note the expectations for Discussion Board Posts:o Initial post no later than Tuesday, 6 p.m. each week.o Reply to a minimum of three (3) peers no later than Wednesday, 5 p.m.o Posts must:

▪ be well developed with relevance to the topic and demonstrate your knowledge of thematerial. “I agree”, “Great Post”, and Thank you”, will not be considered well- developedresponses.

▪ continue a conversation and provide opportunities for additional continuous dialogue.▪ contain a minimum of 150 words (unless the instructions specifically state otherwise)▪ include proper source citations when applicable to help support your argument.▪ use proper language, spelling and grammar that you would use in a professional

environment.

• EDSS Field work consists of 25 hours divided into two moduleso Module 1:

[All identified assessments are defined in the Appendix]The purpose of this assignment is to practice collecting relevant background information on an ELLstudent (FS1) and Special Education student (FS2) to assist in instructional planning. Students willcomplete 10-15 hours of fieldwork, complete an observation log, and write a reflection ondifferentiation.

▪ To better prepare our credential students in EDSS 450 for TPA Cycle 1 during studentteaching, we designed Module 1 to include 10-15 hours of field work so students learnabout differentiation in a history/social science classroom and can reflect on . Theseobservation hours will include video observations, question and answer sessions withcurrent history teachers.

▪ Students will use the strategies learned through observations and discussions to plan,teach, and explain how they built on students’ assets and provided scaffolding and support

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to address the Focus student needs. ▪ Anticipated plan for observation hours will include a combination of:

• Watching videos of classroom instruction• Participating in Q&A session with current teachers[Introduce TPE 4.5] [Practice TPE 2.4] Practice and Assessment for TPE 3.2, 3.4, 4.1;Developmentally Appropriate Practices (PA); ELA Development (PA)

o Module 2:[All identified assessments are defined in the Appendix]The purpose of this assignment is to examine assessment practices and to develop a sample assessment along with differentiation for FS1 and FS2. Students will complete 10-15 hours of fieldwork, complete an observation log, and write a reflection on using assessment to move instruction forward. [Practice for 5.2, 5.3, 5.4, 5.7] [Practice and Assessment for TPE 5.1, 5.5][Introduction for TPE 5.8]

o SSCP Fieldwork Policy Students are reminded that there is no double-dipping of module/fieldwork hours between different courses in the Single Subject Credential Program. This policy is to ensure that you meet the minimum requisite number of fieldwork hours required by the California Commission on Teacher Credentialing for receiving a preliminary credential.

• IRIS Module: The purpose of this assignment is to complete the IRIS module: Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students, available athttps://iris.peabody.vanderbilt.edu/module/udl/ [Introduction for TPEs 2.1, 2.3]

• Unit Plan Project: The purpose of this assignment is for students to collaboratively develop a multi-lesson unit plan of historical study. Associated components include:

o Unit Video Introduction: In this component students will develop a short video (think movie trailer) that introduces students and parents to the highlights of the historical content for this unit and class activities at a selected grade level and why it matters. [Introduction and Practice for TPE 1.2]

o Lesson Plans: The purpose of writing these 3 lessons is to help students develop standards-based lessons that include anticipatory set, objectives, grouping, independent activities, assessment plans, and a closure activity. This assignment will include peripheral materials, such as worksheets, presentation slides, etc. The lesson plans are part of your unit plan, but they will be turned in individually and in advance so that you can get feedback and improve before submitting subsequent plans. [Practice for TPE 1.1, 1.3, 1.4, 1.5, 1.6, 1.7, 3.1, 3.4, 3.6, 3.7, 3.8, 4.2, 4.6, 4.7, 4.8] and Assessment for TPE 1.1, 1,3, 1.4, 1.5, 1.6, 3.3 3.5, 3.6, 4.7, 4.8] [Subject-Specific Pedagogical Skills P/A]

o Weekly Planners The purpose of writing a weekly planner is to help students practice creating lessons that are connected and build on students’ prior learning. Each group will divide their selected unit into one week per student. Each student will create a detailed plan using the same template that is required during your student teaching assignment to describe the week’s learning goals and activities. [Practice 6.3] [Practice and Assessment for 4.3, 4.4]

• Signature Assignment and Teaching Reflection:[All identified assessments are defined in the Appendix]

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The purpose of this assignment is to give students an opportunity to practice delivering content and instruction in a clear manner. For this assignment, students will teach and record a lesson. Turn in two 3–5-minute unedited video segments, highlighting two of the following:

o expectations for learning being set upo student activities and instructional strategieso next steps for learningo This teaching episode can include the introduction of a lesson, modeling, questioning strategies,

assessment, independent work, and closure. Students will provide annotations for their video, andreflect on their overall teaching experience, with a focus on recognizing how planning, transitions,and closure were delivered, with emphasis on improvement, recognizing this as a formativeassessment for pre-service professionals. This lesson will be assessed both by the instructor andstudent. [Practice for TPE 1.8, 2.2] [Practice Assessment for 2.5, 2.6]

o Reflection of student’s teaching practice [Practice and Assessment for 6.1]Major Lectures/Presentations/Readings to introduce TPE standards which might not be practiced or assessed in the assignments above:

• Using technology to establish and maintain positive communication with students and families (TPE 1.2)• Establishing and monitoring inclusive learning environments and knowing how and when to utilize

district and site resources to support students, including those experienced trauma (TPE 2.3, 6.4)• Teachers' professional responsibility as mandated reporters (TPE 6.6)• Using ISTE standards to teach students to leverage technology to learn (TPE 3.8)• Professional responsibility to model ethical conduct for students and others (TPE 6.5)

Course Grading

Grading Scale

Letter Grade Percentage

A 90-100%

B 80-89%

C 70-79%

D 60-69%

F 59% and below

Evaluation Components, Points, and Due Dates Assignment Points Date Due

• Weekly Assignments, including ResponseJournals, Reading Questions,

30 Weeks 2-4, Weeks 6-12

• Lesson Plans 45 Week 4, 7, 11

• Fieldwork Modules #1 and #2 30 Week 10, Week 14

• Signature Assignment w/TeachingReflection

20 Week 14

• Curriculum Plan Project 50 Week 15

• Participation - Professional Behavior* 30 Weeks 1-15

Total 205

*NOTE: Professional behavior includes attendance, punctuality, contributions to discussions, and submitting quality work on

time (instructor approval is required for late assignments). Two unexcused tardies will count as a missed class, and anycombination of tardies and/or absences beyond two classes will result in a non-passing professional behavior grade.

Last revised 9/9/2021 11

Course Policies Attendance and Participation Students are expected to attend all classes. Class attendance and participation are necessary and important components of learning that affect all students in the class and are essential to achieving the courses’ educational objectives. The Single Subject Credential Program has a common attendance policy for all courses. Without an excused absence, students cannot miss more than two classes. During class meetings I will use a variety of strategies, including cold calling, to assess students’ proficiency of the topic under discussion. Please come prepared and ready to actively participate in every class meeting. Excused Absences: Students are responsible for informing the instructor of the reason for the absence and for arranging to make up missed assignments and classwork insofar as this is possible (NOTE: In circumstances where an assignment cannot reasonably be made up, it is the instructor’s option to assign alternative work). Excused absences include, but are not limited to: Illness, injury, or serious illness/death of an immediate family member, religious reasons, jury duty, military service, or other government obligation, or University sanctioned/instructor approved activities. Instructors are not obligated to consider other absences as excused, and the earliest notification is preferred for all excused absences. Students who realize after enrollment that they will have extended or multiple absences should consult with the instructor to see whether it will be possible to complete the course requirements. Late Work/Make-up Policy All assignments are due on the dates specified on BeachBoard. Ensuring that you can demonstrate your proficiency is important to me. If you feel that you need additional time for an assignment or would like to re-do an assignment, please come talk to me so that we can arrange an appropriate solution. Stay in touch with the instructor: Teaching well takes sincere effort and commitment. You have not chosen an easy career, but you have chosen one that is important, rewarding, and fun. As a teacher, you are responsible for helping students learn and grow. What you do as a teacher will make a difference in students’ lives. There is much to do to prepare for taking on the demands of leading a classroom, so I ask you to put in your best effort. This class will require you to stay on top of your work. If you find yourself stumbling, overwhelmed, or stressed out, that’s a signal to get in touch with me. We will set up a time to meet or talk. I will offer support and try to figure out how to help you balance these demands and learn so that you can finish this class prepared to begin your student teaching.

Plagiarism/Academic Integrity Policy There is zero tolerance for cheating, plagiarism, or any other violation of academic integrity in this course. Work submitted is assumed to be original unless your source material is documented using proper citations. Using the ideas or words of another person, even a peer or a web site, as if it were your own, constitutes plagiarism. It is your responsibility to review the University policy on Academic Integrity that governs your participation in courses at CSULB. University Withdrawal Policy Class withdrawals during the final 3 weeks of instruction are not permitted except for a serious and compelling reason such as accident or severe injury that is clearly beyond the student's control and the assignment of an Incomplete grade is inappropriate (see Grades). Application for withdrawal from CSULB or from a class must be filed by the student online, whether the student has ever attended the class; otherwise, the student will receive a

Last revised 9/9/2021 12

grade of "WU" (unauthorized withdrawal) in the course. View the CSULB guidelines on Dropping and Withdrawal for more detailed information. Special Needs Accommodations Students with disabilities who require reasonable academic accommodation are strongly encouraged to register with the Bob Murphy Access Center (BMAC) each semester. Students must submit supporting disability documentation to BMAC and provide faculty of any BMAC verification of accommodations as early in the semester as possible. BMAC is in the Student Success Center, Room 110 and may also be reached by phone at (562) 985-5401 or via email at bmac@csulb.edu. If you should have specific requests for in-person courses related to COVID-19, please contact BMAC at bmac@csulb.edu for reasonable accommodation.

College of Education Expectations for Professional Conduct Professional conduct and ethical dispositions are expected of all CED students at all stages of program participation including advising, coursework, clinical/field practice, and extra-curricular activities in face-to-face, hybrid and online/virtual learning environments. According to the CSULB-CED Student Professional Conduct Policy, CED students are expected to:

1. Act to benefit all individuals and communities by promoting the physical and psychological safety of others. Do no harm.

2. Abide by the mission, policies, procedures, safety regulations, and standards of professionalism of partnering institutions (e.g., schools, clinics, colleges, community organizations) when engaged in clinical or field practice.

3. Demonstrate cultural competence and responsiveness in honoring and respecting multiple perspectives, identities, and lived experiences of others in diverse classroom and clinical settings.

4. Monitor professional integrity by engaging in self-reflective practice and acknowledging the consequences of one’s own actions or inactions on others.

5. Maintain essential collegial behaviors and ethical obligations delineated in standards of professional practice by accrediting organizations and professional associations in one’s field of practice, including but not limited to the California Commission on Teacher Credentialing and other associations noted in the appendices to this document.

All students are asked to sign an acknowledgement indicating their awareness of the above standards of professionalism. CED students also must adhere to CSULB’s Rules and Regulations, and student conduct codes enforced by the CSULB Office of Student Conduct & Ethical Development, as well as to college, department, and program policies. If deemed necessary, reports of discriminatory behaviors toward others based on age, culture, national origin, gender, ability, race, religion, or sexual orientation will be referred to the CSULB Office of Equity and Diversity. Observed forms of harassment in physical or digital form may require immediate referral to the CSULB Office of Student Conduct & Ethical Development. Claims of sexual harassment, discrimination, harassment, or retaliation will be reported immediately to the CSULB Office of Equity and Diversity.

Additional Information Sexual Assault, Rape, Dating/Domestic Violence and Stalking

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Title IX prohibits gender discrimination, including sexual harassment and sexual misconduct. If you have experienced sexual harassment, sexual assault, rape, dating/domestic violence, or stalking, the campus confidential Victim’s Advocate is available to help. Jaqueline Urtez (e: advocate@csulb.edu, p: (562) 985-2668) can provide free and confidential support, accommodations, and referrals for victims without having to report the assault to campus authorities. While students are welcome to discuss assaults with faculty, both faculty and teaching assistants are mandatory reporters who are required to report all incidents of sexual harassment/misconduct to the Title IX office for follow-up and investigation. Students who do wish to report the assault for investigation may contact the confidential victim’s advocate, who can help them through the reporting process, or they can report the assault directly to the Title IX Office by completing an online reporting form at https://www.csulb.edu/equity-diversity/title-ix or contacting the Office of Equity & Diversity at OED@csulb.edu. Student Support Services The Division of Student Affairs curates a full list of student support services on the Programs and Services website. Students are encouraged to reach out for support or to get involved in student programming. Students who are facing challenges resulting in housing and/or food insecurity are urged to contact the Basic Needs Program. Students may also email supportingstudents@csulb.edu or call (562)985-2038.

Appendix • Module 1 Fieldwork

• Module 2 Fieldwork

• Signature Assignment

Last revised 9/9/2021 14

Appendix

Overview: Module 1 Learning About Your Teacher’s Students

During student teaching, CSULB single subject student teachers are required to complete state mandated

Teaching Performance Assessments (TPAs). As part of the process of completing Instructional Cycle 1:

Learning About Students and Planning Instruction (TPA) student teaching are expected to gather information

related to three focus students.

Focus Student 1 (FS1) - English Learner

Focus Student 2 (FS2) – IEP/504/GATE

Focus Student 3 (FS3) – A student who has had life experience(s) either inside or outside of school that

may result in a need for additional and/or emotional support.

To better prepare our credential students in EDSS 450 for TPA Cycle 1, we designed Module 1 to include 10-15

hours of “observation” in which students will learn to plan lessons that build on the assets and needs of a focus

student. These observation hours will include observing live lessons, video observations, and Q&A debrief

sessions with current History/Social Science teachers.

Anticipated plan for observation hours will include a combination of:

Observing live and video classroom instruction and participating in Q&A session with current teachers

HOURS List the name of the teacher or the instructional video of teaching in your content area, grade level of students in

the class/video, lesson topic, date of observation and duration of observation.

Teacher’s Name/ Video Title

Subject / Grade

Lesson Topic

Date of observation

Observation duration

Teacher Initials

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Last revised 9/9/2021 15

Teacher’s Name/ Video Title

Subject / Grade

Lesson Topic

Date of observation

Observation duration

Teacher Initials

14. 15.

TOTAL HOURS (Minimum observation requirements 10 hours – Maximum 15

hours)

Note: For observations less than 30 minutes – write in 30 minutes

For observations longer than 30 minutes but less than an hour, write in 60 minutes. For observations longer than an hour but less than an hour and a half, write in 90 minutes.

For observations longer than 90 minutes, write in 120 minutes.

Module #1: Student Background Reflection FOCUS QUESTION 1: How will what you have learned about students help you to plan learning experiences for them?

Use evidence from your fieldwork experiences (observations/teacher interviews or course provided resources) to

explain what you learned about these focus students (FS) in the space provided. Clearly articulate your ideas using

specific background information obtained on the students. Address sources of information (CELDT scores, IEPs,

504 Plans, student surveys and Cumulative Files) that you might be able to use in order to gain knowledge

about the students about which you are writing. Throughout Module #1, please keep in mind that while identities

that make students unique (e.g., status as an EL student) can be seen as deficits, all students also have many assets

and strengths.

Demographic Information on a single class period [choose class data from provided information]: Age range of students: ______________________

Number of students: female: __________male: _______________ Non binary: ____________

Total number of students: ___________________

Number of students designated as ELL (specify levels):_________________

Number of students with IEP/504/GATE: ______________________

Number of students with other challenges: _____________

Focus Student Descriptions: FS1 (ELL):

Last revised 9/9/2021 16

FS2 (IEP/504/GATE):

FS3 (Student who has had life experience(s) …)

Last revised 9/9/2021 17

Appendix

Module 1 Student Profile – (Focus Student) Student Info: Why did you choose this student? What have you learned about them? What specific assets do they and their family members bring? Provide specific information in your response. Cite sources where more information on this student can be found.

What do they know about your subject? (Provide data-based evidence on prior performance in the subject area – grades/assessments). What information have you learned about your student’s use of academic

language in the subject area?

What information have you learned about this student’s physical, emotional and social development?

What types of health considerations have you learned about with this student?

Keeping in mind that all students have multi-layered identities, what are the specific attributes (e.g. cultural, language, gender, religious, sexuality, socio-economic) that this student brings to the classroom? How might these attributes play a role in planning instruction?

What things have you learned about their interests and aspirations?

Reflection: How will what you have learned in this module help you plan learning experiences for your students?

FOCUS QUESTION 2: How would you implement a specific adaptation for your Focus student? Does your observation about this student and the differentiation provided support, contrast or extend the research-based best practices in your subject?

What differentiating strategies could you use for this type of student?

Last revised 9/9/2021 18

Appendix RUBRIC - Module 1 EDSS 450

4 3 2 1 ✔ Completed 10-15 hours

of observation.

✔ Complete and verified log.

✔ Clear, information presented for focus students (FS1/FS2/FS3) with detailed information on one of the focus students.

✔ Reflection is comprehensive, clear and detailed and is based upon data.

✔ Adaptation presented is appropriate, and is explicitly detailed and relevant for focus students.

✔ Completed 10-15 hours of observation.

✔ Complete and verified log.

✔ Clear information presented for focus students (FS1/FS2/FS3).

✔ Reflection is clear and is based upon data.

✔ Adaptation presented is appropriate relevant for focus student.

✔ (Level 4 submission turned in late)

✔ Completed 10-15 hours of observation.

✔ Incomplete or unverified log.

✔ Information on focus students presented is limited, partial or general in nature.

✔ Reflection is cursory in nature.

✔ Adaptations are minimal or inappropriate.

✔ Submission may be incomplete or late.

✔ Did not complete 10-15 hours of observation.

✔ Incomplete or unverified log.

✔ Information on focus students is missing or incomplete.

✔ Reflection is minimal

✔ Adaptations are missing or incomplete.

✔ Submission may be incomplete or late.

Note: Cumulatively in EDSS 450 modules 1 and 2, you are required to complete at least 25 hours with a minimum of 10 hours for each module and a maximum of 15 hours for each module.

Last revised 9/9/2021 19

Appendix

Module 2 In this module, you will “observe” how teachers use assessment in your subject area. You will “observe” a lesson

taught by a teacher and/or use resources presented by your EDSS 450 instructor and design an assessment.

Hours List the name of the teacher or the instructional video of teaching in your content area, grade level of students in

the class/video, lesson topic, date of observation and duration of observation.

Teacher’s Name/ Video Title

Subject / Grade

Lesson Topic

Date of observation

Observation duration

Teacher Initials

16.

17.

18.

19.

20.

21.

22.

23.

24.

10.

11.

12.

13.

14.

15.

16.

17.

18.

Module 2 hours

Module 1 hours

TOTAL HOURS

(The combined total between module 1 & 2 should be 25

hours)

Note: For observations less than 30 minutes – write in 30 minutes

For observations longer than 30 minutes but less than an hour, write in 60 minutes.

For observations longer than an hour but less than an hour and a half, write in 90 minutes.

For observations longer than 90 minutes, write in 120 minutes.

Last modified Spring 2020 20

Appendix Description of an observed lesson and your assessment idea

1. Describe a lesson that you observed. This will be the lesson that you will design an assessment to

measure students learning.

2. Describe in detail the ways the instructor you observed assessed students? Consider both

formal and informal methods, as well as pre-tests, progress monitoring, and final assessments.

Do the assessment practices match the instruction you observed?

3. Focus on one aspect of the lesson that you will be (theoretically) designing your own

assessment for. Describe the learning goal you will be looking to assess, and what students will

be able to know and do for this assessment.

4. Provide a description of an assessment you created for this module. (Attach a copy of the

completed assessment used by the teacher or developed by you)

5. How will this evidence document student achievement?

6. How will you specifically adapt this assessment – either in delivery, format or scoring – for the

Focus Area Challenge/Student you identified in your first module? Provide a description of the

differentiated assessment. Attach, if necessary, the differentiated assessment documents.

Last modified Spring 2020 21

Appendix FOCUS QUESTION 1: How does assessment relate to learning in the classes you observed? Use evidence from your fieldwork experiences or instructor- based resources (scenarios) to

explain what you learned about ASSESSMENT in the space provided. Clearly articulate your

ideas using specific examples from your observations. Does this assessment support or contrasts

with research based best

practices including culturally responsive pedagogy? Non-examples can be used to address

instances when teachers did NOT implement assessments or were not able to articulate how

assessment is performed in their classroom.

RUBRIC EDSS 450 Module 2 4 3 2 1

Completed 10-15 hours of observation.

Complete and verified log.

Clear, detailed and connected information.

Attached Assessment is clear, detailed and relevant.

Reflection is

comprehensive, clear

and detailed and is

based upon data.

Differentiated Assessment/s presented is appropriate, and is explicitly detailed and relevant for focus student/s.

Completed 10-15 hours of observation.

Complete and verified log.

Clear information.

Attached Assessment is clear.

Reflection is clear and is based upon data.

Differentiated

Assessment/s

presented is

appropriate for focus

student/s.

(Level 4 submission turned in late)

Completed 10-15 hours of observation.

Incomplete or unverified log.

Information is limited, partial or general in nature.

Reflection is cursory in nature.

Differentiated assessments are minimal or cursory.

Submission may be incomplete or late.

Did not complete at least 10 hours of observation.

Incomplete or unverified log.

Information is missing or incomplete.

Reflection is minimal

Assessment documents are missing or incomplete.

Submission may be incomplete or late.

Note: Cumulatively in EDSS 450 modules 1 and 2, you are required to complete at least 25 hours

with a minimum of 10 hours for each module and a maximum of 15 hours for each module.

Last modified Spring 2020 22

Appendix

Single Subject Credential Program

Signature Assignment for EDSS 450 Teaching Lesson

Student Learning Outcome(s) Assessed:

SLO #1: Make subject matter comprehensible to students.

Description of the Signature Assignment

Candidates videotape a lesson (or at least a 15-minute portion of a lesson) taught to a class of students in a public-school setting. To assess an EDSS 450 candidate’s ability to make subject matter comprehensible to their students, each candidate uploads two brief videos (maximum duration of 5 minutes per video and file size of around 200Mb) to their CSULB OneDrive. They then provide annotated information on each of the two video clips submitted. Finally, they respond to three reflection prompts on the teaching experience.

Directions for Students

The candidate will identify a standards-based lesson from their unit plan (created in EDSS 450) and teach it. The videos uploaded to your CSULB OneDrive and copy URL into your report. These videos must highlight two instructional components. VIDEO CLIPS [Choose Option 1 or Option 2] Option #1:

▪ expectations for learning being set (anticipatory set)

▪ student activities and instructional strategies

Option #2:

▪ student activities and instructional strategies ▪ next steps for learning (closure)

ANNOTATION Candidates will provide a detailed narrative annotation for each of the two instructional components (one of which must be a video highlighting student activities and instructional strategies) identified in the video.

Last modified Spring 2020 23

Appendix REFLECTION Finally, a reflection on what worked and what areas need improvement.

Video Clips

Directions: Candidates submit two videos (maximum 5 minutes per video) to highlight two instructional

components.

Annotations

Directions: Provide annotations to reflect on your instruction and assessment practices.

The annotations are brief text explanations attached to specific points in the video clips (the where). For each

annotation, include one of the titles listed below to identify the focus of your explanation (the what). Then

provide a brief rationale explaining your teaching practice (the how) and the decisions that you made (the why).

▪ Expectations for learning being set: How did positive interactions with your students promote learning?

▪ Student activities and instructional strategies: How did your lesson incorporate appropriate subject-

specific pedagogy and content standards, including academic language development?

▪ Next steps for learning: How did you conclude your lesson and prepare students for subsequent

learning.

Reflection Prompts

Describe how your subject-specific pedagogy supported student learning of the content area.

How will you use or change your subject-specific pedagogy to advance student learning in the

future?

How would you apply what you learned to re-teaching the lesson or teaching a future lesson to these

students?

Last modified Spring 2020 24

Appendix Name:

Video Clip URL

VIDEO CLIP TITLE

Copy the URL Link of the specific video that you shared from your OneDrive and paste it into the appropriate box below.

Expectations for learning being set

Student activities and instructional strategies

Next steps for learning

FYI: Test the URL Video Links before you submit your final document. Videos cannot exceed 5

minutes in duration.

Video Clip Annotation Organizer

Time Stamp

(Video Duration)

Annotation Title (the what)

Rationale (the how and the why)

Expectations for learning being set

Student activities and instructional strategies

Next steps for learning

Last modified Spring 2020 25

Appendix Reflection

1. Describe how your content specific pedagogy supported student learning of the content area.

2. How will you use or change your content specific pedagogy to advance student learning in the future?

3. How would you apply what you learned to re-teaching the lesson or teaching a future lesson to these students?

1

Appendix Scoring Rubric:

Required component, two unedited videos (maximum duration of 5 minutes per video) of your teaching. Submission of two videos required for scoring.

Criteria 4 = Exceeds

expectations 3 = Meets

expectations

2 = Meets some

expectations

1= Does not meet

expectations

0 = Unable to score;

incomplete or missing work

Score

Vid

eo

Co

nte

nt

for

bo

th v

ide

os

(up

to

5 m

inu

tes)

Subject Matter Knowledge

Candidate demonstrated full or exceptional knowledge of subject matter

Candidate demonstrated content knowledge

Candidate demonstrated partial content knowledge

Candidate demonstrated limited content knowledge

Candidate did not have a grasp of content knowledge

Professional disposition and demeanor.

Poised, clear articulation; proper volume; steady rate; good posture and eye contact; enthusiasm; confidence; appropriate use of academic language. Appropriate, rapport with students, professional appearance behavior and tone.

Clear articulation but not as polished; use of academic language. Some rapport with students, professional appearance behavior and/or tone.

Some mumbling; little eye contact; uneven rate; little or no expression; little use of academic language or occasional inappropriate use of academic language. Limited rapport with students, semi-professional appearance behavior and/or tone.

Inaudible or too loud; no eye contact; rate too slow/fast; speaker seemed uninterested and used monotone; no use of academic language. Minimal rapport with students, casual appearance unprofessional behavior and tone

Unacceptable presentation. No rapport with students, unkempt appearance, unprofessional behavior and tone.

2

Appendix

Criteria 4 = Exceeds

expectations 3 = Meets

expectations

2 = Meets some

expectations

1= Does not meet

expectations

0 = Unable to score;

incomplete or missing work

Score

Wri

tte

n

Co

nte

nt

Instructional Component 1

The instructional component (1) narrative is clearly annotated, identified and clearly demonstrated in the video evidence. Includes detailed rationale.

The instructional component (1) narrative is annotated, identified and demonstrated in the video evidence. Includes clear rationale.

The instructional component (1) narrative is minimally annotated, identified and demonstrated in the video evidence. Includes a basic rationale.

The instructional component (1) narrative is inappropriately annotated or misidentified and not demonstrated in the video evidence. Limited rationale.

The instructional component (1) narrative is missing. Weak or missing rationale.

Instructional Component 2

The instructional component (2) narrative is clearly annotated, identified and clearly demonstrated in the video evidence. Includes detailed rationale.

The instructional component (2) narrative is annotated, identified and demonstrated in the video evidence. Includes clear rationale.

The instructional component (2) narrative is minimally annotated, identified and demonstrated in the video evidence. Includes a basic rationale.

The instructional component (1) narrative is inappropriately annotated or misidentified and not demonstrated in the video evidence. Limited rationale.

The instructional component (2) narrative is missing. Weak or missing rationale.

Reflection Reflection is comprehensive, clear and detailed.

Reflection is clear.

Reflection is cursory.

Reflection is minimal.

Reflection is missing.

Total

Legend

Total Points College of Education Assessment Scale Equivalent

18-20 4 (Exceeds Expectations)

16-17 3 (Meets Expectations)

13-15 2 (Meets Some Expectations)

1-12 1 (Does Not Meet Expectations)

0 0 (Can’t Score)