Master Syllabus TX W - STR

TCTX 5000
Purpose of Course
The purpose of this course is to orient prospective teacher candidates to the requirements for
state licensure; explain the iteach program process; and provide a glimpse into the knowledge,
skills, and dispositions of the successful beginning teacher.
Format
This is an asynchronous online course. Instruction will be self-paced, and there will be no face-
to-face meetings during the course.
This course is focused primarily on conveying and assessing knowledge and skills via a web-
based, asynchronous learning platform. All learners will be actively engaged in learning
activities with direct application for a current or future classroom.
Technologies Required
Learners need:
access to broadband Internet-enabled computer with either the Mozilla Firefox or Google
Chrome browser (Internet Explorer and Safari are not supported browsers for this course); and
the ability to stream video.
Guiding Learning Theory
The primary theory underlying this course is radical constructivism, as described by von
Glasersfeld (1984). Like other kinds of constructivism, this theory posits that knowledge must
be actively made (constructed), and that “knowing is…a search for fitting ways of behaving and
thinking” (von Glasersfeld, 1984). Learners in this course will strive to make knowledge that fits
with the learning expectations for the course as described in this document.
This course assumes little to no prior background knowledge of teacher licensure on the part of
the learner.
Goals and Objectives
At the end of this course:
Objectives Evidence
© 2020 5700 1
1. The teacher will understand the requirements to earn teacher Summative
licensure in the state. Assessment
2. The teacher will understand iteach program standards and Summative

procedures. Assessment
3. The teacher will demonstrate the dispositions of an effective

inTRUEview
beginning teacher.
Sequence of Instruction
Read:
Welcome and
Overview • "Overview" section of course material
Read:
Section 1: Who to
Contact • Section 1 of course material
Section 2: Fulfilling the Read:

Field Experience
• Section 2 of course material
Requirements
Read:
Section 3: Certification
Testing • Section 3 of course material
Read:
Section 4: The
Interview Process • Section 4 of course material
Section 5: Progressing Read:

through the
Instructional Material
© 2020 5700 2
Section 6: So Much to Read:
Learn Before the
Students Arrive
Read:
Section 7: Glossary Do:

• Summative Quiz
• intrueVIEW
Notice there are no due dates. This course is self-paced. Learners must earn a passing score on
each required quiz in the course in order to progress to the next course.
Grading Policy
This course requires you, the teacher candidate, to demonstrate mastery of course content
through a summative quiz. Because knowledge of this material is so important to your course
progress, you must earn a score of 100 on this quiz in order to successfully complete this course
and have your file sent for admissions review.
This course also includes intrueVIEW, a disposition assessment that iteach uses to evaluate
applicants' dispositions toward teaching. This is a required component of your application
packet, but there is no minimum score.
All quizzes must be completed with a passing score in order to progress into the next course.
Because this is a competency-based program, your file will not sent to the Office of Student
Services for an admissions review until you have successfully completed this course.
Academic Integrity
All work submitted for course completion should be your own. No one else may access your
course material or complete course work for you.
While the use of outside resources is encouraged, cheating and plagiarism is forbidden.
Consequences of cheating, helping another to cheat by sharing work for duplication, or
© 2020 5700 3
plagiarism may include an unsatisfactory score on the assignment, up to expulsion from the
program. If you are not sure what plagiarism is, this resource from Plagiarism.org (Links to an
external site.) may help.
As an educator, think about how you would want your students to behave when you administer
a test. Apply this standard to your own behavior.
Evaluation
At the conclusion of the iteach program, learners will have the opportunity to provide feedback
via a course survey; this feedback will be used to evaluate the course and improve subsequent
course designs.
Sources
Council of Chief State School Officers (2013). InTASC Model Core Teaching Standards and
Learning Progressions for Teachers 1.0. Washington, DC: Author.
Solomon, G, (2003). Project-based learning: A primer. Technology and Learning, 23(6), 20-30.
Retrieved from http://libproxy.library.unt.edu:2055/docview/212095605
Von Glasersfeld, E. (1984). An introduction to radical constructivism. In Watzlawick, P. (ed). The

invented reality. (pp. 17-40). New York, NY: Norton
© 2020 5700 4
TCTX 5100: Learning Environments
Purpose of Course
The purpose of this instruction is to help pre-service and early service teachers understand the
factors which contribute to positive learning environments, notably, classroom management;
classroom layout and use of physical space; rules and procedures; and ethical behavior and
compliance with FERPA (the Family Educational Rights and Privacy Act).
Format
Learners need access to broadband Internet-enabled computer with either the Mozilla Firefox
or Google Chrome browser (Internet Explorer and Safari are not supported browsers for this
course); an account with the Teaching Channel (provided free with program access, follow the
instructions in course 5000); and the ability to stream video.
This course will also provide a series of learning activities designed to help the learner construct
knowledge about learning environments.
This course assumes little to no prior background knowledge of learning environments on the
part of the learner.
Learning goals and objectives for this course are based on the inTASC Learning Progressions for
Educators.
© 2020 5700 5
Objectives Evidence
• FERPA
1. The teacher will create environments that support individual and
Procedures
collaborative learning, and that encourage positive social
• Parent letter
interaction, active engagement in learning, and self-motivation.
1.1 The teacher will collaborate with others to build a positive • Parent letter
learning climate marked by respect, rigor, and responsibility.
• Class rules
1.2 The teacher will manage the learning environment to engage • FERPA
learners actively. Procedures
Educators (used with permission).
Instruction is self-paced but is intended to be equivalent to approximately 45 seat/contact

hours. The course timeline is as follows:
• Watch: Create a "Comfortable" Classroom

Environment (Links to an external site.)
• Read:
Section 1: Pre-Planning o Section 1 of course material
• Do:
o Pre-Planning Quiz
Minimum Score: 4/5
• Watch: New Teacher Survival Guide: Classroom

Section 2: Classroom
Management (Links to an external site.)
Management
• Read:
© 2020 5700 6
o Section 2 of course material
• Do:
o Classroom Management Quiz
Minimum Score: 7/9
o Class Rules Learning Activity
Self-scored
• Watch: Streamlining Procedures and Ensuring

Proficiency (Links to an external site.)
• Read:
Section 3: Classroom o Class room arrangements diagramsLinks to
Layout and Procedures an external site.
• Do:
o Layout and Procedures Quiz
Minimum Score: 4/5
• Watch: Setting Expectations of the First Day of

School (Links to an external site.)
• Read:
o Section 4 of Course material
Section 4: Preparing o First Day of School ChecklistLinks to an
for the First Day external site.
• Do:
o First Day Quiz
Minimum Score: 4/5
• Watch: Educator Ethics Training Videos

playlist (Links to an external site.) (provided by
Texas, applicable to all teachers)
• Read:
Section 5: Legal and
Ethical Issues o Section 5 of course material
o Supreme Court rules that students grading
papers ok (Links to an external site.) from
the Texas Classroom Teachers Association
o Texas Educator Code of Ethics (Links to an
external site.)
© 2020 5700 7
o Model Code of Ethics for Educators (Links to
an external site.) from NASDTEC
o Framing Document of MCEE (Links to an
external site.), also from NASDTEC
o Speaking Out in School (Links to an external
site.) from the Freedom Forum Institute
• Do:
o Ethics Training Quiz
Minimum score: 5/7
o FERPA Procedures Learning Activity
Self-scored
o Cumulative Learning Activity: Parent Letter
Self-scored
o End of Course Survey
Unscored
Glossary of Terms
In addition to the required reading for each section, you should reference the program glossary
(link) for relevant terms and definitions.
Glossary of Terms
Grading Policy
through several course quizzes. The quiz format may include multiple choice, multiple answer,
and matching questions.
Learning activities are not graded by your course instructor.
However, learners are strongly encouraged to complete the activities, self-assess using the
provided rubric, and post the learning activities to their online portfolio.
It is intended that if a candidate has not yet secured a field experience, he or she can include
the learning products from this course as part of their portfolio of work to discuss during job
interviews and share with hiring principals, and to adapt and implement in a future classroom
© 2020 5700 8
once hired. If the teacher has already secured a field experience, the items can be immediately
implemented in the teacher’s classroom and/or used in future years of teaching.
Because this is a competency-based program, you will not be able to move on to the next
course until you successfully complete this one by passing all course quizzes.
Grading Scale
Characterized by:
• Extraordinary Initiative in completing the learning activity

• The work fully responds to all parts of the activity prompt.
Exemplary • The work is thoughtful and shows exceptional insight into the
teacher's role in the learning process.
• The work is grammatically correct and carefully proofread (0-1
error).
Characterized by:

• The work shows insight into the teacher’s role in the learning
Proficient
process.
• The work is grammatically correct and proofread (no more than 2
errors).
Characterized by:
• The work responds to the activity prompt.

• The work gives consideration to the teacher’s role in the learning
Emerging
process.
• The work is mostly grammatically correct and proofread (no more
than 3 errors).
Characterized by:
Unsatisfactory • The work does not respond to the activity prompt.

• The work shows little to no consideration for the teacher’s role in
the learning process.
© 2020 5700 9
• The work has many grammatical and/or spelling errors (4 or
more).
Academic Integrity
All work submitted for course completion should be your own. Assignments and portfolio
artifacts are intended to be grounded in real-world scenarios. Therefore, if you are currently in
your field experience, you may submit work that you have previously created for your position,
provided that work is your own.
While the use of outside resources is encouraged, cheating and plagiarism is forbidden. Cite
your sources. Consequences of cheating, helping another to cheat by sharing work for
duplication, or plagiarism may include an unsatisfactory score on the assignment, up to
expulsion from the program. If you are not sure what plagiarism is, this resource from
Plagiarism.org (Links to an external site.) may help.
Evaluation
course designs.
Sources

© 2020 5700 10
TCTX 5200: Learner Development
Purpose of Course
The purpose of this instruction is to help pre-service and early service teachers learn about
student development, including major theories of how learners learn; normal developmental
characteristics for student age groups; factors impacting student readiness for learning,
including motivation and self-efficacy; and the importance of moving learners to higher orders
of learning on Bloom’s taxonomy.
Format
knowledge about educational philosophy and learning theories.
This course assumes little to no prior background knowledge of learning theories on the part of
the learner.
Educators.
© 2020 5700 11
Objectives Evidence
1.1 The teacher will know and be able to describe normal physical,
Learner
cognitive, and social/emotional development for school-aged
Development Quiz
learners.
Essay on
1.2 The teacher will know and be able to explain major influential Educational
theories of learning (Behaviorism, Cognitivism, Constructivism). Philosophy
Learning Activity
1.3 The teacher understands the factors (including motivation, self-

concept, intelligence, prior knowledge, environment, and personal
Learning Indicators
interpretation) that contribute to learners’ readiness to learn and
Learning Activity
recognize whether students are ready to learn through the creation
an informal assessment tool for learning readiness.
Essay on
1.4 The teacher will develop a personal philosophy of teaching that
Educational
incorporates major theories and demonstrates value of the
Philosophy
individual learner’s development in the learning process.
Learning Activity
1.5 The teacher will distinguish the various levels of Bloom’s

Higher Order
taxonomy and be able to describe what learning looks like at each
Thinking Quiz
level.

© 2020 5700 12
• Watch: Physical Release: Reviving the
Room (Links to an external site.)
Section 1: • Read:
Stages of o Section 1 of course material
Learner • Do:
Development o Learner Development Quiz
Minimum Score: 13/17
• Watch: Gradual Release of

Responsibility (Links to an external site.)
Section 2:
Educational • Read:
Philosophy o Section 2 of course material
and Learning • Do:
Theories o Educational Philosophy Quiz
Minimum Score: 6/8
• Watch: Preparing Learners: Activating

Prior Knowledge (Links to an external
site.)
• Read:
Section 3: o Section 3 of course material
Factors • Do:
Impacting o Factors Impacting Learning Quiz
Learning Minimum Score: 4/6
o Learning Indicators Learning
Activity
Self-scored
© 2020 5700 13
• Watch: Writing Higher Order
Questions (Links to an external site.)
• Read:
• Do:
o Higher Order Thinking Quiz
Section 4: Minimum Score: 4/5
Higher-Order o Bloom's Taxonomy Learning
Thinking and Activity
Bloom's Self-scored
Taxonomy o Culminating Learning Activity:
Essay on Educational Philosophy
and Theory
Self-scored
o End of course survey
Unscored
Glossary of Terms
Glossary of Terms
Grading Policy
and matching questions.
© 2020 5700 14
Grading Scale
Characterized by:

error).
Characterized by:

Proficient
process.
errors).
Characterized by:

Emerging
process.
than 3 errors).
Characterized by:
• The work does not respond to the activity prompt.

Unsatisfactory
more).
© 2020 5700 15
Academic Integrity
Evaluation
course designs.
Sources

© 2020 5700 16
TCTX 5300: Planning for Instruction and Assessment
Purpose of Course
The purpose of this instruction is to help pre-service and early service teachers to understand
the importance of lesson planning; know common lesson planning models; differentiate
between various instructional models and select the model best suited to the learning task; and
write their own learning objectives and lesson plans. This instruction will also equip pre-service
and early service teachers to understand the role and limitations of assessment, including how
to make use of formative assessment, assessment fairness and validity, and use and
interpretation of assessment results.
Format
knowledge about lesson planning and assessment.
This course assumes little to no prior background knowledge of lesson planning and assessment
on the part of the learner.
© 2020 5700 17
Educators.
Objectives Evidence
1.1 The teacher will write measurable lesson objectives Writing Instructional
aligned to state curricular standards. Objectives Assignment
Writing Instructional
1.2 The teacher will design a lesson plan aligned to state Objectives Assignment
curricular standards and learning objectives.
Planning Instruction Quiz
1.3 The teacher will know and select research-based

High Yield Strategies Quiz
instructional strategies.
1.4 The teacher will plan fair, informative formative Assessment and Data
assessment. Analysis Quiz
1.5 The teacher will plan fair and valid summative Assessment and Data
assessments. Analysis Quiz

• Watch: SWBAT: Communicating Learning Goals (Links

Section 1: Lesson to an external site.)
Planning and Writing • Read:
Objectives o Section 1 of course material
• Do:
© 2020 5700 18
o Analyzing Objectives Learning Activity
Unscored
o Writing Instructional Objectives Assignment
Minimum Score: 6
• Watch: Start with a "Do Now" (Links to an external

site.)
Section 2: Lesson • Read:
Planning and the o Section 2 course material
Lesson Cycle o Developing Homework Policies (Links to an
external site.) by Yvonne Eddy
o Lesson Plan TemplatesLinks to an external site.
• Watch: Approaches to Poetry: Pre-Reading

Strategies (Links to an external site.)
• Read:
o Section 3 course material
o Organizing Instruction and Study to Improve
Student Learning, pp. 1-34 (Links to an external
Section 3: Instructional site.)
Approaches o Instructional ConversationsLinks to an external
site., by Claude Goldenberg
• Do:
o High Yield Strategies Quiz
Minimum Score: 3/4
o Planning Instruction Quiz
Minimum Score: 8/11
• Watch: Formative Assessment: Understanding

Fractions (Links to an external site.)
Section 4: Overview of
Assessment • Read:
• Watch: Unpacking Sample Assessment Items (Links to

Section 5: an external site.)
Standardized Tests • Read:
© 2020 5700 19
o Using Standardized Test Data to Guide Instruction
and Intervention by Craig A. Mertler
o Helping Children Master the Tricks and Avoid the
Traps of Standardized Tests by Lucy Calkins, Kate
Montgomery, and Donna Santman
• Watch: Carol Dweck on Performance Assessment (Links

to an external site.)
• Read: (Links to an external site.)
o The Case for Authentic Assessment by Grant
Section 6: Classroom Wiggins
Assessments o Implementing Performance Assessment in the
Classroom by Amy Brualdi
• Do:
o Standardized Test Learning Activity
Self-scored
• Watch: Designing Rubrics (Links to an external

site.) (Links to an external site.)
• Read:
Section 7: Evaluation o Section 7 of course material
o The Portfolio and Its Use: Developmentally
Appropriate Assessment of Young Children by
Cathy Grace
• Watch: Assess and Group (Links to an external site.)

• Read:
Section 8: Using • Do:
Assessment Results o Assessment and Data Analysis Quiz
Minimum Score: 8/10
Unscored
© 2020 5700 20
Glossary of Terms
Glossary of Terms
Grading Policy
and matching questions. In addition, there is one objective-writing assignment that is scored by
your course instructor.
Grading Scale
Characterized by:

error).
Proficient Characterized by:
© 2020 5700 21
process.
errors).
Characterized by:

Emerging
process.
than 3 errors).
Characterized by:

Unsatisfactory
more).
Academic Integrity
Evaluation
© 2020 5700 22
course designs.
Sources

© 2020 5700 23
TCTX 5400: Literacy, 21st Century Instruction, and Pedagogical Content Knowledge
Purpose of Course
The purpose of this instruction is to help pre-service and early service teachers develop a the
21st century skills—including literacy, technological proficiency, and an interdisciplinary
approach to problems--that are appropriate to the content area of instruction in the classroom,
with an emphasis on the special role of literacy in developing learners across all content areas.
Additionally, this course will help teachers to understand how technology impacts the
classroom and how it may be harnessed to boost, rather than distract, from learning in the
classroom.
Format
knowledge about literacy, instructional technology, and developing pedagogical content
knowledge.
This course assumes little to no prior background knowledge these topics on the part of the
learner.

© 2020 5700 24
Educators.
Objectives Evidence
• Interdisciplinary
Lesson Plan
Assignment
1. The teacher understands the central concepts, tools of
• Pedagogical Content
inquiry, and structures of the discipline(s) he or she teaches
Knowledge
and creates learning experiences that make these aspects
Assignment
of the discipline accessible and meaningful for learners to
• Selection of Class
assure mastery of the content.
Technology Tool
Assignment
• Building Blocks of
Literacy Quiz
1.1 The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she
Lesson Plan
teaches.
Assignment
1.2 The teacher creates learning experiences that make the
Knowledge
discipline accessible and meaningful for learners to assure
Assignment
mastery of the content.
Lesson Plan
2. The teacher understands how to connect concepts and
Assignment
use differing perspectives to engage learners in critical
thinking, creativity, and collaborative problem solving
Knowledge
related to authentic local and global issues.
Assignment
Lesson Plan
2.1 The teacher connects concepts, perspectives from
Assignment
varied disciplines, and interdisciplinary themes to real
• Class Technology
world problems and issues.
Initiative Assignment
© 2020 5700 25
Lesson Plan
2.2 The teacher engages learners in critical thinking,
Assignment
creativity, collaboration, and communication to address
• Class Technology
authentic local and global issues.
Initiative Assignment

• Watch: Rick's Reading Workshop: Amori's Reading

Goals (Links to an external site.)
• Read:
o State of the Art: Transforming Ideas for Teaching
and Learning to Read
o The California Reading Initiative and Special
Education in California (Links to an external site.)
(pp. 3-15, contains information about research-
Section 1: Building based best practices applicable in all states)
Blocks of Literacy for o Appendix A: “Phonemic Awareness: An Important
K-6 Early Step in Learning to Read (Links to an external
site.),” by Roger Sensenbaugh
o Appendix B: "Whole Language: Integrating the
Language Arts—And Much More (Links to an
external site.),” by Betty Jane Wagner
o Appendix C: "Balanced Reading Instruction (Links
to an external site.),” by Mila Stoicheva
• Do:
o Building Blocks of Literacy Quiz
Minimum Score: 8/10
© 2020 5700 26
• Watch: Five Roles in Literature Circles (Links to an
external site.)
• Read:
o Appendix D: Adolescent Literacy and Content Area
Reading by Karen Grady
Section 2: Literacy in o Conduct independent research about about
the 7-12 Classroom literacy assessment strategies. Focus on those skills
which will be most applicable to the grade and/or
content area you hope to teach.
• Do:
o Literacy Instructional Strategies Assignment
Minimum Score: 6
• Watch: Using Khan Academy as a Math Engagement

Strategy (Links to an external site.)
• Read:
Section 3: Technology o Evaluating Technology-Based Curriculum Materials
by Robert McNergney
• Do:
o Class Technology Tool Assignment
Minimum Score: 6
• Watch: Collaborative Teaching for Interdisciplinary

Learning (Links to an external site.)
Section 4: • Read:
Interdisciplinary o Section 4 course material
Instruction • Do:
o Interdisciplinary Lesson Plan Assignment
Minimum Score: 13
• Watch: Supporting Language and Content Learning in

Section 5: Math (Links to an external site.)
Pedagogical Content • Read:
Knowledge o Section 5 course material
• Do:
© 2020 5700 27
o Pedagogical Content Knowledge Assignment
Minimum Score: 4
o Class Technology Initiative Assignment
Minimum Score: 3
Unscored
Glossary of Terms
Glossary of Terms
Grading Policy
through course quizzes and assignments. The quiz and assignment format varies, including
multiple choice, short answer, full lesson plans, etc.
All quizzes ans assignments must be completed with a passing score in order to progress into
the next course. Because this is a competency-based program, you will not be able to move on
to the next course until you successfully complete this one by passing all course quizzes and
assignments.
Academic Integrity
© 2020 5700 28
Plagiarism.org (Links to an external site.)may help.
Grading Scale
Characterized by:

error).
Characterized by:

Proficient
process.
errors).
Characterized by:

Emerging
process.
than 3 errors).
Characterized by:
Unsatisfactory
© 2020 5700 29
more).
Evaluation
course designs.
Sources

© 2020 5700 30
TCTX 5500: Learner Differences and Adaptations for Students with Disabilities
Purpose of Course
The purpose of this instruction is to help pre-service and early service teachers learn about how
students’ differences, including physical disabilities, mental illnesses, learning disabilities, and
giftedness collectively influence learning and impact the teacher’s responsibility to the
individual student.
Format
knowledge about learner differences, special needs, and teaching special education students.
This course assumes little to no prior background knowledge of learner differences and special
education on the part of the learner.
Educators.
© 2020 5700 31
Objectives Evidence
• Preparing for the IEP

Meeting Assignment
1. The teacher uses understanding of individual differences • List of Possible
and diverse cultures and communities to ensure inclusive Modifications
learning environments that enable each learner to meet Assignment
high standards. • Accommodation Plan
Assignment
• Special Education
Quiz
• List of Possible
1.1 The teacher uses understanding of how learners grow
Modifications
and develop (in cognitive, linguistic, social, emotional, and
Assignment
physical areas) to design and implement developmentally
• Accommodating
appropriate and challenging learning experiences.
Gifted Students
Assignment
• Special Education
Quiz
1.2 The teacher uses understanding of learners’
• List of Possible
commonalities and individual differences within and
Modifications
across diverse communities to design inclusive learning
• Accommodating
experiences that enable each learner to meet high
Gifted Students
standards.
Assignment

© 2020 5700 32
• Watch: Florida School for the Deaf and
Blind (Links to an external site.)
• Read:
Section 1: Special Education Laws and Protected o People First Language (Links to an
Groups external site.), by Kathie Snow
• Do:
o Special Education Quiz
Minimum Score: 8/10
• Watch: Meeting the Needs of Diverse

Learners (Links to an external site.)
• Read:
o Integrating Assistive Technology
into the Standard
Section 2: Response to Intervention and the Curriculum (Links to an external
Individualized Education Plan site.), by Cynthia Warger
o Model Procedural Safeguards
• Do:
o Preparing for an IEP Meeting
Assignment
Minimum Score: 3
• Watch: New Teacher Survival Guide:

ADHD in the Classroom (Links to an
external site.)
• Read:
Section 3: Recognizing and Accommodating Students This section contains information

with Special Needs from Susan Barton’s
website (Links to an external
site.). This website provides a
wealth of information for
teaching the dyslexic student,
and you are encouraged to
review or bookmark it.
© 2020 5700 33
o After you have read the course
text, review the Autism Speaks
School Community Tool Kit.
This entire resource is excellent

for teachers of students with
autism as well as students with
other disabilities; the following
sections are required reading for
this course:
About Autism (p. 4-8)

Specific Features of
Asperger’s Syndrome (p.
14)
General Education and
Special Area Teachers (p.
38-44)
Instructional Methods in
Teaching Students with
Autism (p. 74-75)
• Do:
o Instructional Modifications and
Accommodations Assignment
Minimum Score: 9
• Read:
Section 4: Strategies Make a Difference in the
Classroom o Section 4 course material
• Read:
Section 5: Professional Learning and Collaboration
• Watch: Engaging the High

Achievers (Links to an external site.)
Section 6: Gifted Students
• Read:
© 2020 5700 34
o Research gifted and talented laws
via the Davidson Institute's
interactive tool (Links to an
external site.)
• Do:
o Instructional Modifications for
Gifted Students Assignment
Minimum Score: 3
o Lesson Plan with
Modifications/Accommodations
Assignment
Minimum Score: 8
Unscored
Glossary of Terms
Glossary of TermsLinks to an external site.
Grading Policy
through quizzes and assignments. The format may include multiple choice, short answer,
research, lesson plans, etc.
All quizzes and assignments must be completed with a passing score in order to progress into
to the next course until you successfully complete this one by passing all assigned work.
© 2020 5700 35
Grading Scale
Characterized by:

error).
Characterized by:

Proficient
process.
errors).
Characterized by:

Emerging
process.
than 3 errors).
Characterized by:

Unsatisfactory
more).
Academic Integrity
© 2020 5700 36
Evaluation
course designs.
Sources

© 2020 5700 37
TCTX 5600: Diverse Populations, English Langauge Learners, and Bilingual Students
Purpose of Course
Teachers enrolled in this course will learn how their students’ diverse backgrounds, including
cultural, socioeconomic, and linguistic differences, will shape the students’ classroom
experience and how to engage students via culturally responsive teaching. Significant focus is
given to the teacher’s role in facilitating language acquisition for English Language Learners
(ELLs).
Format
Course Text
Learners in this course are required to obtain and read one book:
• Hollie, S. (2011). Culturally and Linguistically Responsive Teaching and Learning:

Classroom Practices for Student Success. Huntington Beach, CA: Shell Education.
knowledge about diverse students and English language acquisition.
© 2020 5700 38
This course assumes little to no prior background knowledge of culturally responsive teaching
or English language acquisition on the part of the learner.
Educators.
Objectives Evidence
1. The teacher uses understanding of individual

• Book report
differences and diverse cultures and communities
• Serving LGBTQ Students Assignment
to ensure inclusive learning environments that
enable each learner to meet high standards.
• Book report
1.1 The teacher uses understanding of how
• Referral Process and Meeting ELLs' Needs
learners grow and develop (in cognitive, linguistic,
Assignment
social, emotional, and physical areas) to design
• Modifications/Accommodations for ELLs
and implement developmentally appropriate and
Assignment
challenging learning experiences.
• Book Report
1.2 The teacher uses understanding of learners’
• Referral Process and Meeting ELLs' Needs
commonalities and individual differences within
Assignment
and across diverse communities to design inclusive
• Modifications/Accommodations for ELLs
learning experiences that enable each learner to
Assignment
meet high standards.

© 2020 5700 39
• Watch: Building Analysis Skills Through Art
• Read:
o No included reading for Section 1
o Obtain and read Culturally and Linguistically Responsive
Section Teaching and Learning: Classroom Practices for Student Success
1: by Sharroky Hollie
o Read the articles in Appendix A
• Do:
o Book Report Assignment
Minimum Score: 6
• Watch:
o Deepening Text Analysis Through Student Talk
o Talk Moves in Academic Discussions
• Read:
o “Dear Colleague” letter
o Research your state via this interactive map
o FAQs for English Learners and LPAC (emphasis on Section
IV) (Links to an external site.)
Section o Texas' English Language Proficiency Standards (Links to an
2: external site.)
o Read the articles in Appendix B
• Do:
o ELL Training Assignment
Minimum Score: 3
o Referral Process and Meeting ELLs's Needs Assignment
Minimum Score: 5
o Teaching ELLs Quiz
Minimum Score: 12/15
• Read:
o “Marriage and Family: LGBT Individuals and Same-Sex Couples
Section
3:
• Do:
o Serving LGBTQ Students Assignment
Minimum Score: 5
© 2020 5700 40
o Modifications/Accommodations for ELLs
Minimum Score: 8
o Theory of Teaching Essay
Minimum Score: 8
Unscored
Glossary of Terms
Glossary of TermsLinks to an external site.
Grading Policy
through course quizzes, external training, and assignments. The quiz or assignment format may
include multiple choice, research, lesson plan design, etc.
All quizzes and assignments must be completed with a passing score in order to progress into
to the next course until you successfully complete this one by passing all assigned work.
Grading Scale
Characterized by:
Exemplary
© 2020 5700 41
• The work is thoughtful and shows exceptional insight into the
error).
Characterized by:

Proficient
process.
errors).
Characterized by:

Emerging
process.
than 3 errors).
Characterized by:

Unsatisfactory
more).
Academic Integrity
© 2020 5700 42
Evaluation
course designs.
Sources

© 2020 5700 43

Responsive Literacy Instruction in the Elementary

Classroom (K-3)
Syllabus

Purpose of Course

The purpose of this course is to prepare pre-service and early service teachers to
develop a deep understanding of the research based instructional practices used to
teach reading and writing in the K-3 classroom. There will be an emphasis on
looking at both traditional and next generation read-aloud, shared reading, guided
reading, and independent reading. Candidates will have the opportunity to compare
these approaches and examine ways they can strike a balance between the
approaches based on students’ needs.

A secondary purpose of this course is to help new teachers to develop the needed
competencies to succeed on state mandated pedagogical exams for the elementary
grades.

Required Textbook

Burkins, J., & Yaris, K. (2016). Who's Doing The Work? How to Say Less So Readers
Can Do More. Portland, Maine: Stenhouse.

Format

This is an asynchronous online course. Instruction will be self-paced, and there will
be no face-to-face meetings during this course.

This course is focused primarily on conveying and assessing knowledge and skills
via a web-based, asynchronous learning platform. All learners will be actively
engaged in learning activities with direct application for a current or future
classroom. The cumulative assignment for this course will be a creation of a guide to
share with parents that supports students’ literacy development at home by taking
into account the information presented in this course along with some research
conducted by the candidate.


Learners need:

• Access to broadband Internet-enabled computer with either Mozilla Firefox
or Google Chrome browser (Internet Explorer and Safari are not supported
browsers for this course)
• Word-processing software
© 2018 1

• The ability to play Flash video

Guided Learning Theory

The primary theory underlying this course is radical constructivism, as described by
von Glasersfeld (1984). Like other kinds of constructivism, this theory posits that
knowledge must be actively made (constructed), and that “knowing is...a search for
fitting ways of behaving and thinking” (von Glasersfeld, 1984). Learners in this
course will strive to make knowledge that fits with the learning expectations for the
course as described in this document.

This course will also provide a series of assignments designed to help the learner
construct knowledge about how to use the instructional practices presented in this
course.

This course will build upon the knowledge gained in 5400 regarding the dimensions
of literacy and will focus on research based instructional practices for teaching these
dimensions and reinforcing the learning while building new knowledge throughout
the school year.

Learning Expectations

At the conclusion of the course, it is expected that learners will:

• Understand the various research based instructional strategies used during
the literacy block
• Distinguish between traditional and next generation approaches
• Understand that making meaning through the use of metacognitive strategies
should be the goal for students’ literacy learning in the elementary classroom
• Select texts to share with students that are culturally relevant based on
research based criteria for cultural relevance
• Plan read-alouds that align with state standards and use books that are
appropriate for a specific teaching point
• Plan shared reading using the same text across an instructional week to meet
the instructional needs of students
• Create tools for documenting student literacy learning
• Consider ways to implement daily independent reading based upon the
criteria presented in the course for successful implementation
• Develop an interactive writing lesson using a mentor text
• Examine best practices for literacy development at home


Learning goals and objectives for the course are based on the International Literacy
Association’s Standards for the Preparation of Literacy Professionals
© 2018 2

Objectives Evidence
Standard 1: Foundational Knowledge Assessment 2
Candidates demonstrate knowledge of Read-Aloud/Culturally Relevant Text
the major theoretical, conceptual, and Shared Reading Plan
evidence-based foundations of Guided Reading Documentation
primary/elementary literacy and Independent Reading Plan
language and the ways in which they Writing Lesson
interrelate. Cumulate Project
Standard 2: Curriculum & Instruction Read-Aloud/Culturally Relevant Text
Candidates apply foundational Shared Reading Plan
knowledge to critically examine Guided Reading Documentation
primary/elementary literacy curricula; Independent Reading Plan
design, adapt, implement, and evaluate Writing Lesson
instructional approaches and materials
to provide a coherent, integrated and
motivating literacy program.
Standard 3: Assessment & Evaluation Assessment 1
Candidates understand, select, and use Shared Reading Plan
appropriate assessments to gather Guided Reading Documentation
evidence on primary/elementary
students’ language acquisitions and
literacy development for instructional
and accountability purposes.
Standard 4: Diversity & Equity Read-Aloud/Culturally Relevant Text
Candidates examine their own culture Cumulative Project
and beliefs; set high expectations for
their students; learn about and
appreciate the cultures of their students,
families, and communities to inform
instruction.
Standard 5: Learners and the Literacy Assessment 1
Environment Shared Reading Plan
Candidates apply knowledge of learner Guided Reading Documentation
development and learning differences to Independent Reading Plan
create a positive, literacy-rich learning Writing Lesson
environment anchored in digital and Cumulative Project
print literacies.
Standard 6: Professional Learning & Assessment 1
Leadership Cumulative Project
Candidates are lifelong learners who
reflect upon practice; use ongoing
inquiry to improve their professional
practice; advocate for students and their
families to enhance students’ literacy
learning.
© 2018 3


As an asynchronous, self-paced course, this instruction will not be organized by
weeks, but instead, will be divided into seven sections:

Section 1. Classroom Culture & Environment with an Introduction to Beginning of
the Year Assessment
Section 2. Overview of the Reading Process & Teaching Students to Focus on
Metacognitive Strategies
Section 3. Read-Aloud as an Instructional Practice
Section 4. Shared Reading as an Instructional Practice & Formative Assessment
Section 5. Guided Reading
Section 6. Independent Reading
Section 7. Using Interactive Writing and Mentor Texts

Although instruction is self-paced, it is intended to be equivalent to approximately
45 seat/contact hours, with each section of study requiring approximately 9 hours.
Therefore, the course timeline is as follows:

Section Assignments and Assessments
Section 1. Classroom Culture & Assessment
Environment with an Introduction to
Beginning of the Year Assessment
Section 2. Overview of the Reading Assessment
Process & Teaching Students to Focus on
Metacognitive Strategies
Section 3. Read-Aloud as an Read-Aloud Plan Using a Culturally
Instructional Practice Relevant Text
Section 4. Shared Reading as an Shared Reading Plan
Instructional Practice & Formative
Assessment
Section 5. Guided Reading Guided Reading Documentation
Section 6. Independent Reading Independent Reading Plan
Section 7. Using Interactive Writing and Writing Lesson
Mentor Texts
Cumulative Project Home Literacy Guide for Parents

Notice there are no due dates. This course is self-paced. However, all learning
activities for each course in the iTeach sequence must be complete before learners
will be able to progress to the next course.

© 2018 4

Grading Policy

Assignment or Assessment Grading Details
Assessments 1 & 2 Must score 80% or better
Read-Aloud Plan Using Culturally Relevant Text 1-4 scale; minimum score “2”
Shared Reading Plan 1-4 scale; minimum score “2”
Guided Reading Documentation 1-4 scale; minimum score “2”
Independent Reading Plan 1-4 scale; minimum score “2”
Writing Lesson 1-4 scale; minimum score “2”
Home Literacy Guide for Parents 1-4 scale; minimum score “2”
All Course Assignments Minimum average score 2.5

Grading Scale
Characterized by:
Extraordinary initiative in completing the learning activity
The work fully responds to all parts of the activity prompt.
4 Exemplary
The work is thoughtful and shows exceptional insight into the teacher’s
role in the learning process.
The work is grammatically correct and carefully proofread (0-1 error).
Characterized by:
3 Proficient The work shows insight into the teacher’s role in the learning process. The
work is grammatically correct and proofread (no more than 2 errors).
Characterized by:
The work responds to the activity prompt.
2 Basic The work gives consideration to the teacher’s role in the learning process.
The work is mostly grammatically correct and proofread (no more than 3
errors).
Characterized by:
The work does not respond to the activity prompt.
1 Unsatisfactory The work shows little to no consideration for the teacher’s role in the
learning process.
The work has many grammatical and/or spelling errors (4 or more).

It is intended that if the teacher has not yet secured a field experience, he or she can
include the learning products from this course as part of a portfolio of work to
discuss during job interviews and share with hiring principals, and to adapt and
implement in a future classroom once hired. If the teacher has already secured a
field experience, the items can be immediately implemented in the teacher’s
classroom and/or used in future years of teaching.
© 2018 5

Evaluation
At the conclusion of the iTeach program, learners will have the opportunity to
provide feedback via a course survey; this feedback will be used to evaluate the
course and improve subsequent course designs.
Sources
Standards. (n.d.). Retrieved from https://literacyworldwide.org/get-

resources/standards/standards-for-the-preparation-of-literacy-professionals-2017
Von Glasersfeld, E. (1984). An introduction to radical constructivism. In Watzlawick,

P. (ed). The invented reality. (pp. 17-40). New York, NY: Norton
© 2018 6

Critical Reading and Writing Instruction (Grades 4-8)
Syllabus

Purpose of Course

The purpose of this course is to prepare pre-service and early service teachers to
develop a deep understanding of the research based instructional practices used to
teach reading and writing in the intermediate and middle grades classroom. There
will be an emphasis on using reading and writing workshop to promote critical and
evaluative thinking in order to arm students with the 21st century skills needed to
navigate rigorous texts and write proficiently.

A secondary purpose of this course is to help new teachers to develop the needed
competencies to succeed on state mandated pedagogical exams for the upper
elementary and middle school grades.

Required Textbook

Chandler, A. (2017). The Flexible ELA Classroom: Practical Tools for Differentiated
Instruction in Grades 4-8. New York, NY: Routledge.

Format

This is an asynchronous online course. Instruction will be self-paced, and there will
be no face-to-face meetings during this course.

This course is focused primarily on conveying and assessing knowledge and skills
via a web-based, asynchronous learning platform. All learners will be actively
engaged in learning activities with direct application for a current or future
classroom. The cumulative assignment for this course will be an examination and
analysis of the released state assessment in reading and writing in order to inform
the candidate of the most crucial state standards to continue to review and reinforce
in a variety of genres across the school year in Language Arts.


Learners need:

● Access to broadband Internet-enabled computer with either Mozilla Firefox
or Google Chrome browser (Internet Explorer and Safari are not supported
browsers for this course)
● Word-processing software
● The ability to play Flash video

© 2019 1

Guided Learning Theory

The primary theory underlying this course is radical constructivism, as described by
von Glasersfeld (1984). Like other kinds of constructivism, this theory posits that
knowledge must be actively made (constructed), and that “knowing is...a search for
fitting ways of behaving and thinking” (von Glasersfeld, 1984). Learners in this
course will strive to make knowledge that fits with the learning expectations for the
course as described in this document.

This course will also provide a series of assignments designed to help the learner
construct knowledge about how to use the instructional practices presented in this
course.

This course will build upon the knowledge gained in 5400 regarding the dimensions
of literacy and will focus on research based instructional practices for teaching these
dimensions and reinforcing the learning while building new knowledge throughout
the school year.

Learning Expectations

At the conclusion of the course, it is expected that learners will:

● Understand that reading and writing are reciprocal processes and how to
foster these processes in the English/Language Arts classroom to impact
student growth in both reading and writing
● Understand that providing students with choice is empowering and
purposefully plan ways to include student choice
● Understand the various research based instructional strategies used to teach
reading and writing
● Plan lessons for reading workshop that align with state standards and use
texts that are appropriate for a specific teaching point
● Understand how to group students strategically to enhance student learning
● Develop a writing lesson using mentor texts and student exemplars
● Explore ways to implement project-based learning in the ELA classroom
● Understand a variety of research based strategies for teaching English
learners and create a plan for adapting vocabulary instruction to meet
English learners’ instructional needs
● Explore methods for personalizing word study and vocabulary instruction
and plan a lesson using vocabulary from an appropriate text
● Examine a variety of methods for both formative and summative assessment
● Analyze a released state test to better understand the state standards that
are crucial to teach and reinforce across the school year

© 2019 2


Learning goals and objectives for the course are based on the International Literacy
Association’s Standards for the Preparation of Literacy Professionals

Objectives Evidence
Standard 1: Foundational Knowledge Assignment 1: Synthesis of the
Candidates demonstrate knowledge of Reading/Writing Connection
the major theoretical, conceptual, and
evidence-based foundations of upper
elementary and adolescent literacy and
language development and the ways in
which they interrelate.
Standard 2: Curriculum & Instruction Assignment 2: Reading Workshop
Candidates apply foundational Lesson Plan
knowledge to critically examine, select,
and evaluate curriculum and design: Assignment 3: Writing Workshop Lesson
implement, adapt, and evaluate Plan & Use of Project-Based Learning
instructional approaches and materials
to provide a coherent and motivating Assignment 4: Vocabulary Lesson Plan
literacy program that addresses both
general and discipline-specific literacy
needs and processes of upper
elementary and adolescent learners.
Standard 3: Assessment & Evaluation Assignment 5: Cumulative Project
Candidates understand, select, and use
appropriate assessments to gather
evidence on upper elementary and
middle school students’ language
acquisition, content knowledge, literacy
development and literacy processes for
instructional and accountability
purposes.
Standard 4: Diversity & Equity Assignment 4: Vocabulary & Strategies
Candidates examine their own culture for English Learners
and beliefs; set high expectations for
their students; learn about and
appreciate the cultures of their students,
families, and communities to inform
instruction.
Standard 5: Learners and the Literacy Assignment 1: Synthesis of the
Environment Reading/Writing Connection &
Candidates apply knowledge of learner Providing Choice
development and learning differences to
create a positive, literacy-rich learning Assignment 2: Reading Workshop
© 2019 3

environment anchored in digital and Lesson Plan & Use of Strategic Groupings
print literacies.
Assignment 3: Writing Workshop Lesson
Plan & Use of Project-Based Learning

Assignment 4: Vocabulary and Strategies
of English Learners
Standard 6: Professional Learning & Assignment 5: Cumulative Project
Leadership
Candidates are lifelong learners who
reflect upon practice; use ongoing
inquiry to improve their professional
practice; advocate for students and their
families to enhance students’ literacy
learning.


As an asynchronous, self-paced course, this instruction will not be organized by
weeks, but instead, will be divided into five sections:

Section 1. The Reading/Writing Connection & Student Choice
Section 2. Reading Workshop & Strategic Grouping
Section 3. Writing Workshop & Project-Based Learning
Section 4. Vocabulary & Strategies for English Learners
Section 5. Assessment, Teaching the Test Genre, & Family Partnerships

Although instruction is self-paced, it is intended to be equivalent to approximately
45 seat/contact hours, with each section of study requiring approximately 9 hours.
Therefore, the course timeline is as follows:

Section Assignments and Assessments
Section 1. The Reading/Writing Assignment 1: Synthesis of
Connection Reading/Writing Connection & Student
Choice
Section 2. Reading Workshop & Student Assignment 2: Reading Workshop
Choice Lesson Plan & Use of Strategic Groupings
Section 3. Writing Workshop & Project- Assignment 3: Writing Workshop Lesson
Based Learning Plan & Use of Project-Based Learning
Section 4. Vocabulary & Strategies for Assignment 4: Vocabulary Lesson Plan &
English Learners Strategies for ELs
Section 5. Assessment, Teaching the Assignment 5: Cumulative Project
Test Genre, & Family Partnerships

© 2019 4

Notice there are no due dates. This course is self-paced. However, all learning
activities for each course in the iteach sequence must be complete before learners
will be able to progress to the next course.

Grading Policy

Assignment or Assessment Grading Details
Assignment 1: Synthesis of Reading/Writing Connection 1-4 scale; minimum score “2”
& Student Choice
Assignment 2: Reading Workshop Lesson Plan & Use of 1-4 scale; minimum score “2”
Strategic Groupings
Assignment 3: Writing Workshop Lesson Plan & Use of 1-4 scale; minimum score “2”
Project-Based Learning
Assignment 4: Vocabulary Lesson Plan & Strategies for 1-4 scale; minimum score “2”
ELs
Cumulative Project 1-4 scale; minimum score “2”
All Course Assignments Minimum average score 2.5

Grading Scale
Characterized by:
Extraordinary initiative in completing the learning activity
4 Exemplary
The work is thoughtful and shows exceptional insight into the teacher’s
role in the learning process.
The work is grammatically correct and carefully proofread (0-1 error).
Characterized by:
3 Proficient The work shows insight into the teacher’s role in the learning process. The
work is grammatically correct and proofread (no more than 2 errors).
Characterized by:
The work responds to the activity prompt.
2 Basic The work gives consideration to the teacher’s role in the learning process.
The work is mostly grammatically correct and proofread (no more than 3
errors).
Characterized by:
The work does not respond to the activity prompt.
1 Unsatisfactory The work shows little to no consideration for the teacher’s role in the
learning process.
The work has many grammatical and/or spelling errors (4 or more).

It is intended that if the teacher has not yet secured a field experience, he or she can
include the learning products from this course as part of a portfolio of work to
discuss during job interviews and share with hiring principals, and to adapt and
implement in a future classroom once hired. If the teacher has already secured a
© 2019 5

field experience, the items can be immediately implemented in the teacher’s
classroom and/or used in future years of teaching.

Evaluation
At the conclusion of the iteach program, learners will have the opportunity to
provide feedback via a course survey; this feedback will be used to evaluate the
course and improve subsequent course designs.

Sources
Standards. (n.d.). Retrieved from https://literacyworldwide.org/get-
resources/standards/standards-for-the-preparation-of-literacy-professionals-2017
Von Glasersfeld, E. (1984). An introduction to radical constructivism. In Watzlawick,
P. (ed). The invented reality. (pp. 17-40). New York, NY: Norton

© 2019 6

Master Syllabus TX W - STR

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Master Syllabus TX W - STR

Uploaded by

Copyright:

Available Formats

TCTX 5000

Guiding Learning Theory

Goals and Objectives

At the end of this course:

2. The teacher will understand iteach program standards and Summative

3. The teacher will demonstrate the dispositions of an effective

Section 2: Fulfilling the Read:

Section 5: Progressing Read:

Section 7: Glossary Do:

Von Glasersfeld, E. (1984). An introduction to radical constructivism. In Watzlawick, P. (ed). The

Guiding Learning Theory

Goals and Objectives

Instruction is self-paced but is intended to be equivalent to approximately 45 seat/contact

• Watch: Create a "Comfortable" Classroom

• Watch: New Teacher Survival Guide: Classroom

• Watch: Streamlining Procedures and Ensuring

• Watch: Setting Expectations of the First Day of

• Watch: Educator Ethics Training Videos

Learning activities are not graded by your course instructor.

• Extraordinary Initiative in completing the learning activity

• The work fully responds to all parts of the activity prompt.

• The work responds to the activity prompt.

Unsatisfactory • The work does not respond to the activity prompt.

Von Glasersfeld, E. (1984). An introduction to radical constructivism. In Watzlawick, P. (ed). The

Guiding Learning Theory

Goals and Objectives

1.3 The teacher understands the factors (including motivation, self-

1.5 The teacher will distinguish the various levels of Bloom’s

Instruction is self-paced but is intended to be equivalent to approximately 45 seat/contact

• Watch: Gradual Release of

• Watch: Preparing Learners: Activating

Learning activities are not graded by your course instructor.

• Extraordinary Initiative in completing the learning activity

• The work fully responds to all parts of the activity prompt.

• The work responds to the activity prompt.

• The work does not respond to the activity prompt.

Von Glasersfeld, E. (1984). An introduction to radical constructivism. In Watzlawick, P. (ed). The

Guiding Learning Theory

Goals and Objectives

At the end of this course:

1.3 The teacher will know and select research-based

Instruction is self-paced but is intended to be equivalent to approximately 45 seat/contact

• Watch: SWBAT: Communicating Learning Goals (Links

• Watch: Start with a "Do Now" (Links to an external

• Watch: Approaches to Poetry: Pre-Reading

• Watch: Formative Assessment: Understanding

• Watch: Unpacking Sample Assessment Items (Links to

• Watch: Carol Dweck on Performance Assessment (Links

• Watch: Designing Rubrics (Links to an external

• Watch: Assess and Group (Links to an external site.)

Learning activities are not graded by your course instructor.

• Extraordinary Initiative in completing the learning activity

Proficient Characterized by:

• The work responds to the activity prompt.

• The work does not respond to the activity prompt.

Von Glasersfeld, E. (1984). An introduction to radical constructivism. In Watzlawick, P. (ed). The

Guiding Learning Theory

Goals and Objectives

At the end of this course:

Instruction is self-paced but is intended to be equivalent to approximately 45 seat/contact

• Watch: Rick's Reading Workshop: Amori's Reading

• Watch: Using Khan Academy as a Math Engagement

• Watch: Collaborative Teaching for Interdisciplinary