EDSP 408 - California State University, Los Angeles

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CALIFORNIA STATE UNIVERSITY, LOS ANGELES
Charter College of Education
LAUTR
Summer 2015
EDSP 408 (EDSP 4010): Cognitive, Linguistic and Literacy Processes in Individuals with Special
Needs (3 units)
Instructor:
Office:
Office Hours:
Email:
Class Location:
Class Time:
Telephone:
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Instructor E-mail Policy
I welcome emails from students! I prefer students needing assistance to communicate with me via my
CSULA email or in person during office hours rather than telephone. Please be sure to put EDSP 4010
in your subject heading. If you have not received a response from me within 36-48 hours, please
resubmit your email. I check and respond to voicemail only as time permits. It is important to remember
that all professors have different email policies.
1. Catalog Description:
Theories and sequences of cognitive, linguistic, and literacy development; impact of disabilities and
culture; informal techniques of assessment of communication skills in students with disabilities and
English Learners.
2. Professional Statements
A. Vision, Mission and Conceptual Framework For Professional Preparation
The Charter College of Education (CCOE) is a learning community of faculty, administrators,
staff, CCOE students, and community members that work collaboratively to ensure that all
CCOE students receive a high-quality education, honor the diversity of all learners, advocate for
educational and community reforms, develop reflective practices that promote equity, and
facilitate the maximum learning and achievement potential of all children and adults.
B. Statement of Reasonable Accommodation
The Charter College of Education faculty members fully support the Americans with Disabilities
Act (ADA). The members of the faculty will provide reasonable accommodation to any student
with a disability who is registered with the Office of Students with Disabilities (OSD) who needs
and requests accommodation. The faculty may wish to contact the OSD to verify the presence of
a disability and confirm that accommodation is necessary. The OSD will arrange and provide for
the accommodation. Reasonable accommodation may involve allowing a student to use an
interpreter, note taker, or reader; accommodation may be needed during class sessions and for
administration of examinations. The intent of the ADA in requiring consideration of reasonable
accommodation is not to give a particular student an unfair advantage over other students, but
simply to allow a student with disability to have an equal opportunity to be successful.
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Special Note: If you have a disability that may impact your learning in this course, you are
encouraged to make an appointment with me as soon as possible so that we can discuss your
needs and accommodations.
C. Student Conduct
Student conduct is viewed as a serious matter by the faculty members of the Charter
College of Education. The Charter College faculty members assume that all students will
conduct themselves as mature citizens of the campus community and will conduct themselves in
a manner congruent with university policies and regulations. Inappropriate conduct is subject to
discipline as provided for in Title 5, California Code of Regulations (see student conduct: rights
and responsibilities, and student discipline, CSULA General Catalog). Academic honesty is
expected of all students in the Charter College, in accordance with University policy. There are
established university reporting procedures if a student is suspected of committing an
academically dishonest act.
D. Technology
For formal admission to credential, certificate, or Masters Degree programs in the Charter
College of Education, each student must:
1. Own or have ample access to a computer (ex. in CSULA computer labs, or at home or
work)
2. Have general knowledge of operation and care of a computer, computer
hardware/software, and be able to implement some basic troubleshooting techniques
(ex. check connections, restart the computer, etc.)
3. Have an email account (available free of charge to all CSULA students)
4. Have a basic understanding of how to use the internet.
Students should anticipate that their use of these skills will be integrated within courses in their
programs. Students who fail to meet any of the above expectations are strongly advised to take
an introductory computers course before they are formally admitted to the Charter College of
Education.
Statement on “email as an official form of communication at CSLA”
Cal State L.A.’s “official” means of communicating with students is through electronic mail (email) using students’ Cal State L.A. assigned email address. E-mail provides an environmentally
sensitive, timely, and cost-effective means of communicating University business and academic
information. Students are expected to access their Cal State L.A. e-mail account on a regular
basis so that official university, college, department and course communications are delivered
and received in a timely manner, and students do not miss important communications. Students
are considered to have been “officially notified” when information is sent to their Cal State L.A.
email address. If you wish, you may forward your Cal State L.A. emails to another account.
This is easily done by following the instructions that may be found at the following link:
http://www.calstatela.edu/its/docs/pdf/forwarding_emails.pdf
Note: Redirecting your email does not relieve you of your responsibilities associated with
official communications sent by Cal State L.A.
Important Note: If you would like to receive a real-time text notification in the case of a campus
emergency, please sign up at http://www.calstatela.edu/univ/police.
3. Student Outcomes – Content Standards and Performance Standards
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At the completion of the course the candidate will show evidence of having met the following
content and performance standards:
Content Standard 1.0: Students will acquire a working knowledge of the processes and stages of
development of cognitive skills, including relevant concepts and terminology.
Performance Standard
1.1: Students demonstrate the ability to describe cognitive processes and estimate levels of cognitive
functions analyzing children’s behavior.
Content Standard 2.0: Students will understand the processes and stages of development of communication
skills, including relevant concepts and terminology
Performance Standards:
Students will demonstrate an understanding of:
2.1 The role of caregiver-child interaction on the development of language
2.2 The relationship between language and cognition.
Students will demonstrate the ability to:
2.3 Describe and analyze prelinguistic development.
2.4 Describe and analyze the development of linguistic content, use, and form.
2.5 Describe and analyze the development of pragmatic skills.
Content Standard 3.0. Students will understand the processes and challenges of second language acquisition,
including strategies for adapting language and communication in content instruction.
Performance Standards
Students will demonstrate understanding of:
3.1 Cummins theory of language proficiency and second language learning
3.2 Krashen’s “Natural Language Approach” to learning English as a second language
3.3 The impact of culture on communication style and “school language”.
Student will demonstrate and introductory level familiarity with:
3.4 Characteristics of “sheltered English” techniques and “Specially Designed Academic Instruction in
English” (SDAIE).
Content Standard 4.0. Students will demonstrate understanding and basic working knowledge of the impact
of specific disabilities on language and cognition
Performance Standards
Students will demonstrate an understanding of the impact of specific disabilities on language and
cognition:
4.1 Hearing loss
4.2 Visual impairment
4.3 Autism
4.4 Intellectual Disabilities
4.5 Specific Language Impairment (Aphasia)
4.6 Learning disability
4.7 Students will be able to demonstrate the ability to apply an informal analysis procedure for
assessing all dimensions of an individual’s communication skills, and will be able to interpret findings
in light of the individual’s disability and learning challenges.
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Content standard 5.0 Students will understand the relationships between language and literacy
Performance Standards
Students will demonstrate a beginning understanding of
5.1. The impact of early communicative experience on development of emergent literacy
5.2 The impact of language skills and deficits on development of literacy skills
5.3 The role of auditory processing on language development and literacy
Content Standard 6.0 Students will understand theoretical and practical implications of linguistic and
cognitive development and its application to learning.
Performance Standards
Students will:
6.1. Relate various theories of learning (i.e. Piaget, Skinner, Vygotsky) to learning
characteristics of students with various disabilities served in special education.
6.2 Explore curriculum planning and modifications for students with disabilities appropriate to
their learning styles and characteristics.
6.3 Demonstrate awareness of ongoing assessment and evaluation procedures.
Content Standard 7.0 This course will present on-going discussion on problem-solving surrounding
issues related to the urban classroom.
CTC Standards: 2, 8, 12, 13, & 14
Performance Standards:
The students will:
7.1 Discuss professional, legal, and ethical practices expected of a special education teacher,
including the California Standards of Program Quality and Effectiveness for the Education
Specialist Credential.
7.2 Discuss the Individualized Education Plan (IEP) process, identifying various participant
needs and how to meet them.
7.3 Identify and articulate problems related to instruction and non-instructional aspects of the
urban special education classroom.
7.4 Utilize effective problem-solving strategies appropriate to resolution of an identified
problem.
7.5 Critically analyze and reflect upon these issues, concerns, and problems and their
resolution.
California Teaching Performance Expectations (TPEs)
This course addresses the following Teacher Performance Expectations for the Education
Specialist Preliminary Teaching Credential:
TPE 4:
Making Content Accessible
TPE 8:
Learning about Students
TPE 10:
Instructional Planning
TPE11:
Social Environment
TPE 12:
Professional, legal and Ethical Obligations
4. Course Requirements
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o Attendance is mandatory at all class sessions on campus. The only way that we can influence each
other is by being together and engaging in shared experiences. If you do miss a class, please get the
content information from another student. You will be expected to actively and thoughtfully
contribute to full and small group discussions in class. This class will involve numerous in-class
activities pertaining to readings, videos, and case studies. In-class activities cannot be made up.
Regular attendance is critical for meaningful learning. Only one excused absence is allowed.
Students absent for more than one class period will not likely receive an A in the course.
Students missing 2 or more sessions are unlikely to receive higher than a C.
o It is essential to come to class prepared by reading the assigned chapters and articles in advance so
that you can discuss, relate, and apply the information.
o Due dates for all assignments are final. Assignments will not be accepted late unless previous
arrangements have been mutually agreed upon. You must make every effort to turn in assignments
by the due dates. Points (10%) will be deducted for late assignments even if previous
arrangements were mutually agreed upon. All assignments, with the exception of the online
modules, must be turned in to the instructor at the beginning of the class session in which they are
due.
o Use the following reference for style and format issues related to written assignments:
American Psychological Association (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, D. C.: American Psychological Association.
o Students are required to electronically save all works onto their computers, external hard drive, flash
drive, etc. in case any work becomes lost. Burden of proof of assignment completion is upon the
student.
5. Assessment Procedures
ATTENDANCE AND PARTICPATION IN CLASS ACTIVITIES (30 points)
Students are expected to attend each class session and to participate actively in the class discussions,
activities, and reflections.
ELL MODULES (70 points total)
Students will complete a total of seven online modules related to teaching English language learners
throughout this course. Each module is worth 10 points, for a total of 70 points on this assignment.
Directions to follow in class.
EARLY READING CASE STUDY (20 points)
Students will complete a case study on early reading. Directions to follow in class.
LANGUAGE SAMPLE PROJECT (80 points)
Students will complete a language sample project. Directions to follow in the syllabus.
Completed assignments may be appropriate for inclusion in professional and assessment portfolios that
will be developed throughout credential and/or MA degree programs. All written assignments must at
least be word-processed. Standard written English should be used. Carefully check written work for
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st
errors in spelling and grammar. Please remember to use people-1 language as appropriate in your
assignments!
6. Grading Procedures
This course is graded on a total of 200 points. The points are obtained from the early reading case study,
ELL modules, final language sample project, and attendance/participation in class activities.
Assignments
Attendance/Participation in class activities
Early reading case study
7 ELL modules (10 points each)
Language Sample Project
Total Points in Course
Points
30
20
70
80
200
The points earned on each of the assignments are averaged. The final grading scale is as follows:
180 - 200 + points
160 - 179
140 – 159
120 – 139
119 or below
90 - 100%
80 – 89%
70 - 79%
60 – 69%
59% and below
=
=
=
=
=
A
B
C
D
F
Incompletes will be granted only in accordance with the University policy.
7. Required Texts
McCormick, L., Loeb, D. & Schiefelbusch, R. L. (2003). Supporting children with communication
difficulties in inclusive settings. (2nd ed.) Allyn & Bacon.
Ong, F. (Ed.) (2010). Improving education for English language learners: Research –based approaches.
CA: California Department of Education (Ch. 2-3).
Required Additional Readings (available as a course pack at the Student Book Mart):
Celce-Murcia, M., Brinton, D.M., & Snow, M.A. (Eds.) (2014). Teaching English as a second or foreign
language (Fourth ed.). Boston, MA: National Geographic Learning. (Ch. 12, 20, 21).
Required Journal Articles (Available from the Library database and via Moodle):
Bunch, G., Kibler, A., & Pimentel, S. (2012). Realizing opportunities for English learners in the
common core English language arts and disciplinary literacy standards. Stanford, CA:
Understanding Language Initiative.
Cárdenas-Hagan, E., Carlson, C. D., & Pollard-Durodola, S. D. (2007). The cross-linguistic
transfer of early literacy skills: The role of initial L1 and L2 skills and language of instruction.
Language, Speech, and Hearing Services in Schools, 38(3), 249-259.
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Chao, P., Bryan, T., Bernstein, K.,& Ergul, C. (2006). Family centered intervention for young children
at-risk for language and behavior problems. Early Childhood Education Journal, 34, 147-153.
Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language
acquisition. Reading Research Quarterly, 47(1), 91-108.
Rogers, S. A. L. L. Y., Charman, T., & Stone, W. (2006). Evidence-based intervention for language
development in young children with autism. Social and communication development in autism
spectrum disorders: Early identification, diagnosis, and intervention, 143-179.
Short, D. J., Fidelman, C. G., & Louguit, M. (2012). Developing academic language in English language
learners through sheltered instruction. TESOL Quarterly, 46(2), 334-361.
Verhoeven, L. L., & Vermeer, A. A. (2006). Literacy achievement of children with intellectual
disabilities and differing linguistic backgrounds. Journal Of Intellectual Disability Research,
50(10), 725-738.
Xu, Y., & Drame, E. (2008). Culturally appropriate context: Unlocking the potential of response to
intervention for English language learners. Early Childhood Education Journal, 35, 305-311.
Strongly recommended:
American Psychological Association (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, D. C.: American Psychological Association.
8. Course Schedule
Session
1
2
3
4
Topic
Course introduction and overview; theoretical In
frameworks and terminology
Cognitive basis of language development; theories of
1st and 2nd language acquisition; cognitive stages of
language development;
EL focus: positive and negative language transfer
Activities
Assignments/Readings
McCormick et al.
(2003); Ch. 1 (pp.1-8)
McCormick et al.
Module 1;
(2003)
Chapter 1 (pp.1-24)
Identifying
and Chapter 2 (pp. 43Cognitive stages 65)
by language
Cárdenas-Hagan et
sample analysis al. (2007)
Module 1: Examining Culturally and Linguistically
Diverse Populations in Special Education
• Excerpt from Cultural Proficiency: A Manual
for School leaders, Lindsey, Robins, Terrell,
2003.
Prelinguistic development; first words (beginning symbolic In class
communication); early semantics,
Discussion
syntax, & morphology development;
Hoff (2006)
role of adult-child interaction in
language development in family and school
contexts
Influences of disabilities on language &
cognition in the context of monolingual and
Mini-Language
McCormick et al.
(2003)
Chapter 1 (pp. 24-40)
and Chapter 4
(pp.113-132)
McCormick et al.
(2003)
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5
6
7
8
9
bilingual/multilingual
Sample Analysis
development: intellectual disabilities;
of a student with
severe disabilities; supportive augmentative communication; ID
language development in EL
students with ID;
promoting communication for non-verbal
students
Influences of disabilities on language & cognition
Mini-Language
in the context of monolingual and bilingual/
Sample
multilingual
Analysis of a student with
development: Autism: Promoting communication
with ASD
autism
and supporting language development
Influences of disabilities on language & cognition in the
context of monolingual and bilingual/multilingual
Comparative
development: learning disabilities and
analysis of
specific language impairment
transcripts of
LD and SLI in ELLs (Language Lab Activity)
Students with
LD and SLI;
ELLs and
Students with
LD
Cultural and linguistic diversity; identification and
Module 2 Initial
classification of ELs; Bilingualism, multilingualism & Identification of
supporting English language learning; Cultural
English
Influences on language; Examining culturally and
Language
linguistically diverse populations in special education
Learners
Identification and classification of ELs; Initial
identification of language classification for elementary
Iris Module:
low-verbal/non-verbal students with disabilities.Ir
Diversity what teachers
Module 2 Initial Identification of English Language
sho
should know
Learners
Iris Module: Diversity what teachers should know
Assessment and language intervention for EL and non
EL learners; EL typology; speakers of non-standard
Modifying a
English
Lesson for ELLs
Formal measures of language assessment
Module 3 Assessing English Learners
Handout: Types of Activities for EL Instructional
Assessment
Initial identification of language classification for
secondary low-verbal/non-verbal students with
disabilities.
Instructional planning and delivery for ELs based on
the assessment and progress monitoring
Analysis of student work samples and ELD standards
Analysis of
student work
samples and
ELD standards
Module 4 Understanding the Foundations of English
Module 4
Chapter 12
Verhoeven (2006)
McCormick et al.
(2003)
Chapter 13
Rogers et al. (2006)
McCormick et al.
(2003)
Chapter 6 and 7
McCormick et al.
(2003)
Chapters 6 and 7
Improving
Education for EL
(Ch. 3)
Improving
Education for EL
(Ch. 2)
Chao et al (2006)
Celce-Murcia et al.
Ch. 20-21
Online Article:
“Acquiring English as
A Second Language:
What’s “Normal,”
What’s Not”
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Language Development Instruction
Online Article: “Acquiring English as A Second
Language: What’s “Normal,” What’s Not”.
http://www.asha.org/public/speech/development/easl.h
tm
Understanding
the Foundations
of English
Language
Development
Instruction
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Assessment and language intervention for EL and non
EL learners
Informal measures of language assessment (language
sampling, ecological assessment)
Language sample demonstration/practice
Types of activities for EL instructional assessment
Language
sample
demonstration/
practice
Focus:
Comm. Use
Comm. Content
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Informal measures of language assessment- continued
Language sampling, ecological assessment:
comparative focus on a student with a disability and an
EL; Language sample demonstration/practice
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Language
sample
demonstration/
practice
Focus: Form
Pragmatics
Classroom strategies to support language development for
L1 and L2 students with disabilities; ELD, SIOP, SDAIE,
strategies to support speakers of non-standard
Module 5
English ; policies and practices in special education;
Understanding
understanding English language development instruction;English
academic language targets for ELD instruction;
Language
flexible grouping
Development
Module 5 Understanding English Language
Development Instruction
Handout: Academic Language Targets for ELD
Instruction
Instruction
Foundations of ELD instruction; understanding the
foundations of English language development and
instruction; Specially Designed Academic Instruction
in English: quality indicators for ELD classrooms;
ELD lesson plan form; SDAIE lesson plan form and
sample; questioning techniques
Module 6 Specially Designed Academic Instruction in
English
• Quality Indicators for ELD Classrooms
• ELD Lesson Plan form
• SDAIE Lesson Plan Form and sample
• Questioning Techniques
Module 6
Specially
Designed
Academic
Instruction in
English
Xu’s article
discussion
Improving
Education for EL
(Ch. 3)
Improving
Education for EL
(Ch. 2)
McCormick et al.
(2003)
Chapters 8 and 5
McCormick et al.
(2003)
Chapters 8 and 5
Online article:
Flexible Grouping:
Nobody Ever Said
Teaching Was Easy!
Bunch et al. (2012);
Xu (2010)
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Relationship between language and literacy;
academic language development
Language and literacy: early reading case study (IRIS
Module)
Lesson planning
for academic
language
support
early reading
case study (IRIS
Module)
Short et al. (2012)
Nagy & Townsend
(2012)
LANGUAGE
SAMPLE PROJECT
DUE
Assignments:
LANGUAGE SAMPLE PROJECT DESCRIPTION
Purpose:
1. To obtain language sample from one child with a disability and one typically developing child of the same
age. A minimum of 50 "utterances" from each child should be obtained. In nearly all cases it will be
necessary to tape record the sample. ("Utterances " will be defined in class.) At least one sample should
include an adult interacting with the target student. The 50 utterances will be transcribed verbatim onto
copies of the attached data sheet.
2. To analyze and compare/contrast these samples according to communicative use & pragmatics, content and
grammatical structure (form), and to analyze the communicative context, including the role of the adult in
supporting language and cognition.
Format:
A 7-8 (approximately) page typed, 12 font, double spaced analysis and comparison of the two samples.
(Sample projects will be available for your inspection in class). Papers must be well organized and use
subheadings reflecting the analysis described below.
Analysis:
Communicative Use. How does each child use language: What communicative purposes or functions
are used in the sample? Give examples. What are the predominant communicative functions? (Use
Halliday's categories.)
Communicative Content. What topics does each child talk about? Is the vocabulary adequate? Evidence
of English language learner status? Are the topics and concepts concrete/abstract? Visible/not visible?
Present/past/future tense? Actions/things/qualities? Feelings?, etc. (For a very young child you may wish
to discuss semantic categories here.) How does the content of the student's language reflect his/her
cognitive stage? What cognitive stage does each student appear to be in?
Communicative Form (Grammatical Structure). Analyze the surface structure of each student's
language (e.g., early word combinations; emerging use of grammatical morphemes; complete but simple
sentences; complex structure, use of fragments, etc.) Are there consistent morphological errors or
omissions? Is there evidence of home language influence on English language learner?
Compute the Mean Length of Utterance (MLU) in morphemes for each sample, and discuss.
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Pragmatics . Discuss such pragmatic features as linguistic/contextual contingency; use of accurate or
inaccurate presuppositions; conversational skills including use of conversational devices, such as
grammatical ellipsis and back channeling; topic maintenance and extension; use of polite forms; etc.
Communicative Context: Describe the communicative context or situation in which the sample occurs.
Discuss how (not whether) each of the dimensions of content, use and form, is influenced by the situation.
For example, if the context is an interview setting discuss how the nature of the interview (including the
relationship between the interviewer and the person being interviewed) affected each dimension.
Effectiveness of adult’s role. Describe effectiveness of adult’s role in supporting language in at least
one of the samples. (e.g., responsiveness, topic extension, use of “motherese”; use of “comprehensible
input” (be specific) etc.)
Proposed Support Measures. Focus on the student with disabilities. Having analyzed the student’s
language needs, what would you propose as supports necessary for this student’s successful
communication and learning at home and school.
PROJECT GRADING
Grading:
The Language sample project is worth 80 possible points. Projects will be graded on
completeness and professionalism; and on how accurately the analysis applies
information presented in the course to each of the components listed above. (See
Grading Rubric below.)
Language Sample Grading Rubrics: The language sample analysis project is worth a maximum of 80
points, and will include nine (9) components, each of which will be evaluated separately as follows:
1. Quality of Sample including the quality of transcript (40 pts)
2. Content Analysis (5 pts)
3. Structural Analysis (5 pts)
4. Function (use) (5 pts)
5. Pragmatic Analysis (5 pts)
6. Analysis of Effects of Context (5 pts)
7. Analysis of adult role (5 pts)
8. Proposed Support Measures (5 pts)
9. Professionalism (5 pts)
The following rubrics will be used to evaluate each of the above components:
5 = Student clearly, accurately and completely demonstrates the skills and knowledge related to
that component.
4 = Student demonstrates most skills and knowledge clearly, accurately and completely, with
minor inaccuracies or slight omissions of relevant points.
3 = Student demonstrates basic understanding of concepts, with some inaccuracy and
incompleteness, and fails to demonstrate skills in analysis.
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2 = Student demonstrates understanding of only a few concepts and fails to demonstrate skills in
analysis.
0-1 = Student omits section or attempts analysis of component but fails to demonstrate either
understanding of concepts or skills in analysis
Due Date:
EDSP 408
LANGUAGE SAMPLE ANALYSIS DATA SHEET
Student initials____ Page #____
Situation/
Interviewer’s
Questions
Child’s response
Communicative
function
Utterance
Type
Number of
Morphemes
Functions:
Utterance Types:
Instrumental
Regulatory
Personal
Heuristic
Informational
Imaginative
Interactional
Single Word (S)
Telegraphic (T)
Holophrastic (H)
Simple Sentence (SS)
Simple Sentence with Error (SS)
Complex Sentence (CS)
Complex Sentence with Error (CSE)
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Format and Technical Standards for Written Assignments:
Your written work paper must meet the following technical standards:
1. Papers are to be word processed with double spacing, using 12 point Times New Roman.
Decorative or oversize fonts are not acceptable for use in academic writing.
2. A title page, in APA format (see model) should be used for all papers. You may omit the short
title and running head.
3. Use 1-inch margins on all sides of the page.
4. All pages should be numbered, including the title page, starting with 1.
5. Standard written English should be used, avoiding colloquial or euphemistic language. Check
written work carefully for errors in spelling, grammar, etc.
6. Use of only one side of the page.
Notes on language, bias and terminology in academic writing:
It is the policy of the School of Education that all academic writing adhere to the Publication Manual
of the American Psychological Association (6th Edition). It is particularly important you attend to
Chapter 2, which discusses use of language in academic writing, particularly the Guidelines for
Reducing Bias in Language, pages 61-76. Specifically, you should attend to:
(a) the APA policy on gender-neutral language . No language should imply a specific gender unless
it is appropriate (i.e.: when discussing a study with a single gender sample.)
(b) the APA policy on euphemistic language and disability (section 2.16, page 69). Person-first
language should be used at all times, and overly euphemistic language avoided. Although
expressions such as "mentally challenged" or "differently-abled" may be your preference in social
and/or professional conversation, they are not appropriate for use in academic writing.
You are invited to come to office hours and have me review a draft of your written work prior to
assignment due dates.
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Core Values of the CCOE
Educational Equity: We believe in creating inclusive learning environments with equitable educational
opportunities for all learners, including those with disabilities and those from diverse cultural, linguistic,
and socio-economic backgrounds. We believe everyone can learn if given the opportunity and support.
We honor the dignity of every individual and hold high academic expectations for all learners. We value
diversity because it enriches the quality of everyone’s learning.
Professionalism: We believe professionalism is mastery of the body of knowledge for one’s discipline
and the demonstration of cultural, technological, ethical, and professional competencies. CCOE courses
and professional preparation programs are designed to teach professional dispositions, skills, and/or
knowledge.
Reflective Practice: We believe all CCOE students should develop reflective practices, including selfassessment strategies to foster professional growth. We promote the deliberate application of knowledge
to practice and the constant reflective analysis of one’s practice in relation to school and/or community
needs.
Collaboration: We believe that collaborations and partnerships among CCOE faculty and staff, CCOE
students, schools, families, and community organizations enhance educational excellence, urban school
and related agency transformations, and educational access and equity for all learners. Meaningful and
lasting educational collaborations and partnerships are grounded in understanding the complexity of all
stakeholders’ needs and their interdependence, and we advocate that all CCOE professional preparation
programs build collaborations and partnerships.