requesting accommodations for disabilities must go through
the Academic Support Committee. For more information,
please contact the Director of Disability Resources and
Services, Halladay Student Services Building, Room 303D, (903)
students enrolled at the University shall follow the tenets
of common decency and acceptable behavior conducive to a
positive learning environment. (See Students' Guide
Handbook, Policies and Procedures, Conduct)
SED 401/405 Residency
Teaching Strategies, and Classroom Assessment in a Pluralistic
Management Strategies in a Pluralistic Field-based Environment - Student
(An Integrated Secondary Field-based Curriculum)
12-week integrated curriculum course follows the 6-week
internship within the student teaching semester. Emphasis of this
integrated curriculum focuses on instructional design, instructional
delivery, Assessment and management strategies, professional
development and instructional technology. University
faculty will be responsible primarily for establishing the
theoretical foundations and mentor teachers will assist the
resident in translating educational theory into actual classroom
practices. Mentor teachers and university faculty will
comprise a collaborative team who will guide the resident. An
overview of all competencies for the TExES test will be covered. Detailed
study of specific competencies are listed below.
R. & Kellough, N. Secondary School
Teaching: A Guide to Methods and Resources . Second
Edition. NJ: Prentice Hall, 1999.
M. Legal Issues for Texas Teachers. Iowa: Kendall/Hunt,
H.K. & Wong, R.T. The First Days of
School . CA: Harry Wong Publications,
course materials to be provided by student:
TEKS for one of your teaching fields in one course or grade
Code of Conduct Handbook from your assigned public school
Preparation Manual (Download from TEA for free
and Professional Responsibilities grades 8-12 (manual
Portfolio ,SIM and Student Profiles, Supplies
and Objective #1
Competency 001 - The teacher understands human developmental processes and
applies this knowledge to plan instruction and ongoing assessment that motivate
students and are responsive to their developmental characteristics and needs.
The beginning teacher:
1. Recognizes the importance of helping students in grades 8 through
12 learn and apply life skills to promote lifelong learning and active participation
in society. (Recognizes that positive and productive environments for
middle-level students involve creating a culture of high academic expectations,
equity throughout the learning community and developmental responsiveness.)
2. Knows the typical stages of cognitive, social, physical, and emotional
development of students in grades 8 through 12. (Knows the rationale
for appropriate middle-level education and how middle-level schools are structured
to address the characteristics and needs of young adolescents.)
3. Recognizes the wide range of individual developmental differences
that characterizes students in grades 8 through 12 and the implications of
this developmental variation for instructional planning. (Knows the typical
stages of cognitive, social, physical, and emotional development of middle-level
4. Demonstrates an understanding of physical changes associated with
(later childhood and) adolescence and ways in which these changes impact development
in other domains (i.e., cognitive, social, emotional).
5. Recognizes typical challenges for students during (later childhood
and early adolescence) adolescence and young adulthood (e.g., self-esteem,
physical appearance, eating disorders, identify formation, educational and
career decisions) and effective ways to help students address these challenges.
6. Understands ways in which student involvement in risky behaviors (e.g.,
gang involvement, drug and alcohol use) impacts development and learning.
7. Demonstrates knowledge of the importance of peers, peer acceptance,
and conformity to peer group norms and expectations for (middle school students)
adolescents; and understands the significance of peer-related issues for teaching
8. Understands that social and emotional factors in the family (e.g.,
parental divorce, homelessness) impact the learning and development of students
in grades 8 through 12 in other domains. (Recognizes that social and
emotional factors in the family (e.g., parental divorce, homelessness) impact
the development of middle-level students in different domains.)
9. Uses knowledge of cognitive changes in (middle-level) students in
grades 8 through 12 (e.g., (emergence and) refinement of abstract thinking
and reasoning, reflective thinking, (increased) focus on the world beyond the
school setting) to plan instruction (and assessment) that promotes learning
10. Analyzes ways in which developmental characteristics of (middle-level)
students in grades 8 through 12 impact learning and performance; and applies
knowledge of students' developmental characteristics and needs to plan effective
learning experiences and assessments.
11. Understands that development in any one domain (i.e., cognitive,
social, physical, emotional) impacts development in other domains.
12. Recognizes the importance of helping middle-level students apply
decision-making, organizational, and goal-setting skills.
and Objective #2
Competency 002 - The teacher understands student diversity and knows how to
plan learning experiences and design assessments that are responsive to differences
among students and that promote all students' learning.
The beginning teacher:
1. Demonstrates knowledge of students with diverse
personal and social characteristics (e.g., those related
to ethnicity, gender, language background, exceptionality)
and the significance of student diversity for teaching,
learning, and assessment.
2. Accepts and respects students with diverse backgrounds
3. Knows how to use diversity in the classroom and
the community to enrich all students' learning experiences.
4. Knows strategies for enhancing one's own understanding of students'
diverse backgrounds and needs.
5. Knows how to plan and adapt lessons to address students' varied backgrounds,
skills, interests, and learning needs, including the needs of English language
learners and students with disabilities.
6. Understands cultural and socioeconomic differences (including differential
access to technology) and knows how to plan instruction that is responsive
to cultural and socioeconomic differences among students.
7. Understands the instructional significance of varied sudden learning
needs and preferences.
Goal and Objective #3
Competency 003 - The teacher understands procedures for designing effective
and coherent instruction and assessment based on appropriate learning goals
The beginning teacher:
1. Understands the significance of the Texas Essential
Knowledge and Skills (TEKS) and of prerequisite knowledge
and skills in determining instructional goals and objectives.
2. Uses appropriate criteria to evaluate the appropriateness
of learning goals and objectives (e.g., clarity; relevance;
significance; age-appropriateness; ability to be assessed;
responsiveness to students' current skills and knowledge,
background, needs, and interests; alignment with campus and district goals).
3. Uses assessment to analyze students' strengths and needs, evaluate
teacher effectiveness, and guide instructional planning for individuals and
4. Understands the connection between various components of the Texas
statewide assessment program, the TEKS, and instruction, and analyzes data
from state and other assessments using common statistical measures to help
identify students' strengths and needs.
5. Demonstrates knowledge of various types of materials and resources
(including technological resources and resources outside the school) that may
be used to enhance student learning and engagement, and evaluates the appropriateness
of specific materials and resources for use in particular situations, to address
specific purposes, and to meet varied student needs.
6. Plans lessons and structures units so that activities progress in
a logical sequence and support stated instructional goals.
7. Plans learning experiences that provide students with opportunities
to explore content from integrated and varied perspectives (e.g., by providing
intradisciplinary and interdisciplinary instruction, encouraging students'
application of knowledge and skills to the world beyond the school, designing
instruction that reflects students' increasing ability to examine complex issues
8. Allocates time appropriately within lessons and units, including providing
adequate opportunities for students to engage in reflection, self-assessment,
Goal and Objective #4
Competency 004 - The teacher understands learning processes and factors that
impact student learning and demonstrates this knowledge by planning effective,
engaging instruction and appropriate assessments.
The beginning teacher:
1. Understands the role of learning theory in the
instructional process and uses instructional strategies
and appropriate technologies to facilitate student learning
(e.g., connecting new information and ideas to prior knowledge,
making learning meaningful and relevant to students).
2. Knows the implications for learning and instruction of students' increasing
ability to engage in abstract thinking and reasoning. (Applies knowledge of
the implications for learning and instruction of middle-level students' wide
range of thinking abilities.)
3. Enhances learning for (middle-level) students in grades 8 through
12 by providing instruction that encourages the use and refinement of higher-order
thinking skills (e.g., prompting students to explore ideas from diverse perspectives;
structuring active learning experiences involving cooperative learning, problem
solving, open-ended questioning, and inquiry; (promoting students' development
of research skills); building students' capacity to learn through in-depth
study and research).
4. Teaches, models, and monitors organizational and time-management skills
at an age-appropriate level (e.g., using effective strategies for locating
information, organizing information systematically, keeping related materials
together, using organizational tools).
5. Recognizes how (social and emotional characteristics of middle-level
students) various characteristics of students in grades 8 through 12 (e.g.,
[interacting with peers, searching for identity, questioning principles and
expectations] interacting with the larger community, building relationships,
establishing an identity, questioning values, exploring long-term career and
life goals, the importance of peers) impact teaching and learning.
6. Analyzes ways in which teacher behaviors (e.g., teacher expectations,
student grouping practices, teacher-student interactions) impact student learning,
and plans instruction and assessment that minimize the effects of negative
factors and enhance all students' learning.
7. Analyzes ways in which factors in the home and community (e.g., parent
expectations, availability of community resources, community problems) impact
student learning, and plans instruction and assessment with awareness of social
and cultural factors to enhance all students' learning.
8. Understands the importance of self-directed learning and plans instruction
and assessment that promote students' motivation and their sense of ownership
of and responsibility for their own leaning.
9. Analyzes ways in which various teacher roles (e.g., facilitator, lecturer
and student roles (e.g., active learner, observer, group participant) impact
10. Incorporates students' different approaches to learning (e.g., auditory,
visual, tactile, kinesthetic) into instructional practices.
11. Understands that the middle-level years are a transitional stage
in which students may exhibit characteristics of both older and younger children,
and that these are critical years for developing important skills and attitudes
(e.g., working and getting along with others, appreciating diversity, making
a commitment to continued schooling.)
12. Stimulates reflection, critical thinking, and inquiry among middle-level
students (e.g., engages students in structured, hands-on problem-solving activities
that are challenging; encourages exploration and risk-taking; creates a learning
community that promotes positive contributions, effective communication, and
the respectful exchange of ideas).
13. Teaches, models, and monitors age-appropriate study skills (e.g.,
using graphic organizers, outlining, note-taking, summarizing, test-taking)
and structures research projects appropriately (e.g., teaches students the
steps in research, establishes checkpoints during research projects, helps
students use time-management tools).
Goal and Objective #5
Competency 005 - The teacher knows how to establish a classroom climate that
fosters learning, equity, and excellence and uses this knowledge to create
a physical and emotional environment that is safe and productive.
The beginning teacher:
1. Uses knowledge of the unique characteristics and
needs of (middle-level) students in grades 8 through 12
to establish a positive, productive classroom environment
(e.g., encourages respect for the community and the people
in it, promotes the use of appropriate language and behavior
in daily interactions, provides opportunities to collaborate
with peers, promotes student awareness of how their actions
and attitudes affect others, includes kinesthetic experiences
and active learning within a planned, structured environment).
2. Establishes a classroom climate that emphasizes collaboration and
supportive interactions, respect for diversity and individual differences,
and active engagement in learning by all students.
3. Analyzes ways in which teacher-student interactions and interactions
among students impact classroom climate and student learning and development.
4. Presents instruction in ways that communicate the teacher's enthusiasm
5. Uses a variety of means to convey high expectations for all students.
6. Knows characteristics of physical spaces that are safe and productive
for learning, recognizes the benefits and limitations of various arrangement
of furniture in the classroom, and applies strategies for organizing the physical
environment to ensure physical accessibility and facilitate learning in various
7. Creates a safe, nurturing, and inclusive classroom environment that
addresses students' emotional needs and respects students' rights and dignity.
Goal and Objective #6
Competency 006 - The teacher understands strategies for creating an organized
and productive learning environment and for managing student behavior.
The beginning teacher:
1. Analyzes the effects of classroom routines and
procedures on student learning, and knows how to establish
and implement routines and procedures (e.g., by teaching,
modeling, and monitoring students' organizational and time-management
skills) to promote an organized and productive learning environment.
2. Organizes and manages individual and group activities that promote
students' ability to assume responsible roles and develop collaborative skills
and individual accountability applicable in real-world settings. (Applies procedures
for organizing and managing groups to ensure that students work together cooperatively
and productively in various settings such as problem-solving teams, group projects,
research groups, skits, student-created multimedia presentations.)
3. Schedules activities and manages time in ways that maximize student
learning, including using effective procedures to manage transitions; to manage
materials, supplies, and technology; and to coordinate the performance of noninstructional
duties (e.g., taking attendance) with instructional activities.
4. Uses technological tools to perform administrative tasks such as taking
attendance, maintaining grade books, and facilitating communication.
5. Works with volunteers and paraprofessionals to enhance and enrich
instruction and applies procedures for monitoring the performance of volunteers
and paraprofessionals in the classroom.
6. Applies theories and techniques related to managing and monitoring
7. Demonstrates awareness of appropriate behavior standards and expectations
for students at various developmental levels.
8. Applies effective producers for managing student behavior and for
promoting appropriate behavior and ethical work habits (e.g., academic integrity)
in the classroom (e.g., communicating high and realistic behavior expectations,
involving student sin developing rules and procedures, establishing clear consequences
for inappropriate behavior, enforcing behavior standards consistently, encouraging
students to monitor their own behavior and to use conflict resolution skills,
responding appropriately to various types of behavior).
Goal and Objective #7
Competency 007 - The teacher understands and applies principles and strategies
for communicating effectively in varied teaching and learning contexts.
The beginning teacher:
1. Demonstrates clear, accurate communication in
the teaching and learning process and uses language that
is appropriate to students' ages, interests, and backgrounds.
2. Engages in skilled questioning and leads effective
student discussions, including using questioning and discussion
to engage all student in exploring content; extends students'
knowledge; and fosters active student inquiry, higher-order
thinking, problem solving, and productive, supportive interactions, including
appropriate wait time.
3. Communicates directions, explanations, and procedures effectively
and uses strategies for adjusting communication to enhance student understanding
(e.g., by providing examples, simplifying complex ideas, using appropriate
4. Practices effective communication techniques and interpersonal skills
(including both verbal and nonverbal skills and electronic communication) for
meeting specified goals in various contexts.
Goal and Objective #8
Competency 008 - The teacher provides appropriate instruction that actively
engages students in the learning process.
The beginning teacher:
1. Employs various instructional techniques (e.g.,
discussion, inquiry, problem solving, in-depth study and
research) and varies teacher and student roles in the instructional
process, and provides instruction that promotes intellectual
involvement and active student engagement and learning.
2. Applies various strategies to promote student
engagement and learning (e.g., by structuring lessons effectively,
using flexible instructional groupings, pacing lessons
flexibly in response to student needs, including wait time).
3. Presents content to students in ways that are relevant and meaningful
and that link with students' prior knowledge and experience.
4. Applies criteria for evaluating the appropriateness of instructional
activities, materials, resources, and technologies for students with varied
characteristics and needs.
5. Engages in continuous monitoring of instructional effectiveness.
6. Applies knowledge of different types of motivation (i.e., internal,
external) and factors affecting student motivation.
7. Employs effective motivational strategies and encourages students'
Goal and Objective #9
Competency 009 - The teacher incorporates the effective use of technology to
plan, organize, deliver, and evaluate instruction for all students.
The beginning teacher:
1. Demonstrates knowledge of basic terms and concepts
of current technology (e.g., hardware, software applications
and functions, input/output devices, networks).
2. Understands issues related to the appropriate
use of technology in society and follows guidelines for
the legal and ethical use of technology and digital information
(e.g., privacy guidelines, copyright laws, acceptable use
3. Applies procedures for acquiring analyzing, and evaluating electronic
information (e.g., locating information on networks, accessing and manipulating
information from secondary storage and remote devices, using on-line help and
other documentation, evaluating electronic information for accuracy and validity).
4. Knows how to use task-appropriate tools and procedures to synthesize
knowledge, create and modify solutions, and evaluate results to support the
work of individuals and groups in problem-solving situations and project-based
learning activities (e.g., planing, creating, and editing work processing documents,
spreadsheet documents, and databases; using graphic tools; participating in
electronic communities as learner, initiator, and contributor; sharing information
through on-line communication).
5. Knows how to use productivity tools to communicate information in
various formats (e.g., slide show, multimedia presentation, newsletter) and
applies procedures for publishing information in various ways (e.g., printed
copy, monitor display, Internet document, video).
6. Knows how to incorporate the effective use of current technology;
use technology applications in problem-solving and decision-making situation;
implement activities that emphasize collaboration and teamwork; and use developmentally
appropriate instructional practices, activities, and materials to integrate
the Technology Applications TEKS into the curriculum.
7. Knows how to evaluate students' technologically produced products
and projects using established criteria related to design, content delivery,
audience, and relevance to assignment.
8. Identifies and addresses equity issues related to the use of technology.
Goal and Objective #10
Competency 010 - The teacher monitors student performance and achievement;
provides students with timely, high-quality feedback; and responds flexibly
to promote learning for all students.
The beginning teacher:
1. Demonstrates knowledge of the characteristics,
uses, advantages, and limitations of various assessment
methods and strategies, including technological methods
and methods that reflect real-world applications.
2. Creates assessments that are congruent with instructional
goals and objectives and communicates assessment criteria
and standards to students based on high expectations for
3. Uses appropriate language and formats to provide students with timely,
effective feedback that is accurate, constructive, substantive, and specific.
4. Knows how to promote students' ability to use feedback and self-assessment
to guide and enhance their own learning.
5. Responds flexibly to various situations (e.g., lack of student engagement
in an activity, the occurrence of an unanticipated learning opportunity) and
adjusts instructional approaches based on ongoing assessment of student performance.
Goal and Objective #11
Competency 011 - The teacher understands the importance of family involvement
in children's education and knows how to interact and communicate effectively
The beginning teacher:
1. Applies knowledge of appropriate ways (including
electronic communication ) to work and communicate effectively
with families in various situations.
2. Engages families, parents, guardians, and other
legal caregivers in various aspects of the educational
3. Interacts appropriately with all families, including those that have
diverse characteristics, backgrounds, and needs.
4. Communicates effectively with families on a regular basis (e.g., to
share information about students progress and responds to their concerns.
5. Conducts effective conferences with parents, guardians, and other
6. Effectively uses family support resources (e.g., community, interagency)
to enhance family involvement in student learning.
Goal and Objective #12
Competency 012 - The teacher enhances professional knowledge and skills by
effectively interacting with other members of the educational community and
participating in various types of professional activities.
The beginning teacher:
1. Interacts appropriately with other professionals
in the school community (e.g., vertical teaming, horizontal
teaming, team teaching, mentoring).
2. Maintains supportive, cooperative relationships
with professional colleagues and collaborates to support
students' learning and to achieve campus and district goals.
3. Knows the roles and responsibilities of specialists and other professionals
at the building and district levels (e.g., department chairperson, principal,
board of trustees, curriculum coordinator, technology coordinator, special
4. Understands the value of participating in school activities and contributes
to school and district (e.g., by participating in decision making and problem
solving, sharing ideas and expertise, serving on committees, volunteering to
participate in events and projects).
5. Uses resources and support systems effectively (e.g., mentors, service
centers, state initiatives, universities) to address professional development
6. Recognizes characteristics, goals, and procedures associated with
teacher appraisal and uses appraisal results to improve teaching skills.
7. Works productively with supervisors, mentors, and other colleagues
to address issues and to enhance professional knowledge and skills.
8. Understands and uses professional development resources (e.g., mentors
and other support systems, conferences, on-line resources, workshops, journals,
professional associations, coursework) to enhance knowledge, pedagogical skills,
and technological expertise.
9. Engages in reflection and self-assessment to identify strengths, challenges,
and potential problems; improve teaching performance; and achieve professional
Goal and Objective #13
Competency 013 - The teacher understands and adheres to legal and ethical requirements
for educators and is knowledgeable of the structure of education in Texas.
The beginning teacher:
1. Knows legal requirements for educators (e.g.,
those related to special education, students' and families'
rights, student discipline, equity, child abuse) and adheres
to legal guidelines in education-related situations.
2. Knows and adheres to legal and ethical requirements
regarding the use of educational resources and technologies
(e.g., copyright, Fair Use, date security, privacy, acceptable
3. Applies knowledge of ethical guidelines for educators in Texas (e.g.,
those related to confidentiality, interactions with students and other in the
school community), including policies and procedures described in the Code
of Ethics and Standard Practices for Texas Educators.
4. Follows procedures and requirements for maintaining accurate student
5. Understands the importance of and adheres to required procedures for
administering state- and district-mandated assessments.
6. Uses knowledge of the structure of the state education system, including
relationships among campus, local, and state components, to seek information
7. Advocated for students and for the profession in various situations.
1. Two examninatioons - 100 points each (TExES style)
2. Portfolio - materials collected throughout the
semester - 50 points
3. SIM - 30 points
4. Class attendance (MANDATORY) and participation
- 40 points
5. TExES review session - no point value, but attendance
is mandatory for all students scoring below the suggested
minimun on mid-term and/or final exams.
6. Journals - weekly journals that are ghorough,
reflective, centered on both assigned contecnt and happenings
in the assigned school and ON
TIME - 25 points each.
7. Additional assignments such as reading, reflections on class work
or brief papers may be assigned during the semester - point value to be determined
at time assigned.
8. Field Assignment - a mid-term and final evaluaiton conference with
your Instructional Leadership Team (ILT) will determine a grade for your work
for the semester - 200 points.
ATTENDANCE POLITY: Both the seminars
and the field experience days are considered to be class
days. Residents are allowed three (3) excused absences
during the entire semester. An excused absence is one
for which the resident has the approval of his or her mentor
teacher(s) and university liaison and follows the attendance
policy stated in the college catalog and Student Handbook. Approval
for absences must be obtained prior to the start of the school
day to be missed. If you are ill and will be absent
from the field, you must notify your liaison, assigned mentor(s),
and school prior to the start of the school day . If
the resident has more than three absences, an ILT meeting
will be held to determine the resident's status. Residents
will be immediately removed from the program for any unexcused
GRADING: SED 401 - three (3) hours,
and SED 405 - six (6) hours. Students will receive
a grade for each course. Points earned from each assignment
will be added and compared to a scale. The grading
100%-93% of possible points = A
92%-83% of possible points = B
82%-75% of possible points = C
74% or below of possible points = D
1. It is recommended that you join a professional
teaching organization or secure insurance from another
2. Based upon the experience of previous students, it is the recommendation
of the SED faculty that students not work during the student teaching semester. However,
if the student decides to work, it will be with the expressed understanding
that job related activities or schedule conflicts will not supersede student
teaching assignments, attendance and other requirements.