UNIVERSITY
OF NORTH CAROLINA (UNIT:
School of Health and Human
Performance)
AT GREENSBORO (DEPT: Dance)
COURSE SYLLABUS
1.
Course Prefix and
Number: DCE 693
2.
Course Title: Portfolio in K-12 Dance Education
3.
Credits: 1-6 (6 credits required for M-license. Students may register for 1 or more
credits each semester.
4.
Course
Prerequisites/Corequisites:
a.
Satisfactory completion of all other required courses for the MA degree
Dance, Concentration in Dance Education, M-licensure option
b. Satisfactory
completion of Portfolio Review
c. At
least two years full-time (or the equivalent) teaching K-12 dance
5.
For Whom Planned: Required course for students completing M licensure
requirements within the Master of Arts degree with concentration in dance education
6.
Instructor
Information:
Jill
Green: jillgreen@uncg.edu
Sue
Stinson : sue_stinson@uncg.edu
7. Catalogue description: : Development of teaching portfolio to meet specific requirements for M
licensure in dance. Students may
substitute National Board Professional Teaching Standards portfolio with prior
permission.
8.
Teachers Academy Conceptual Framework Mission Statement: The mission of professional education at UNCG is to
prepare and support the professional development of caring, collaborative, and
competent educators who work in diverse settings. This mission is carried out
in an environment that nurtures the active engagement of all participants,
values individual as well as cultural diversity and recognizes the importance
of reflection and integration of theory and practice. UNCG's professional education programs are guided
by shared commitments to: (a) equity and excellence in teaching, research, and
service; (b) professional integrity and ethical deliberation in dealing with
students and colleagues (university-based, school-based, and community-based);
(c) the construction of a professional knowledge base through collaboration and
collegiality; and (d) the dissemination of professional knowledge, skills and
dispositions through the preparation and continuing professional development of
teachers, principals and other school personnel.
9.
Course Goals and/or Objectives/Student Learning Outcomes:
The
following standards for advanced North Carolina Licensure must be demonstrated
through this course:
Masters
Standard 1: Instructional Expertise - The candidate demonstrates instructional
expertise by applying the theoretical, philosophical, and research bases for
educational practice in P-12 settings to improve student learning.
1:1 - The
candidate plans, implements, and evaluates instruction that is rigorous,
coherent, and consistent with a well-developed theoretical and philosophical
base and best practices emerging from educational research.
1:2 - The
candidate designs and modifies instruction and learning environments based on
assessment of student learning problems and successes.
1:3 - The
candidate monitors the effects of instructional actions, selection of
materials, and other instructional decisions on students' learning and
behavior.
1:4 - The
candidate incorporates findings from educational literature into school and
classroom strategies to improve student learning.
1:5 - The
candidate understands and links subject matter and students' developmental and
diverse needs in the context of school settings.
1:6 - The
candidate uses technology to create learning environments that support
students' learning.
1:7 - The
candidate seeks, implements, and evaluates the best pedagogical practices for
the subjects taught within the context of a specific school setting.
1:8 - The
candidate demonstrates the ability to integrate literacy across the curriculum.
Masters
Standard 2: Knowledge of Learners - The candidate incorporates knowledge of the
nature to the learner, learning processes, variations in learning abilities and
learning styles, and strategies for evaluating learning into the planning,
delivery, and evaluation of instruction.
2:1 - The
candidate seeks to increase understanding of and respect for differences in
students, including exceptionalities.
2:2 - The
candidate designs and delivers instruction that is responsive to differences
among all learners.
2:3 - The
candidate reflects on and modifies instruction that fosters student learning.
2:4 - The
candidate understands and respects differences between the learning behaviors
and outcomes expected in diverse communities.
2:5 - The
candidate creates and maintains a classroom environment conducive to learning
in which all learners feel welcome and can be successful.
*Masters
Standard 4: Content Knowledge - The candidate demonstrates advanced depth and
breadth of knowledge and skills in the academic discipline and in education.
4:1 - The
candidate analyzes and articulates relationships between and among theory,
philosophy, research findings, and current practice as appropriate to the
discipline.
4:2 - The
candidate analyzes and articulates relationships between and among theory,
philosophy, research findings, and current practice across the disciplines.
4:3 - The
candidate demonstrates theoretical and applied advanced content knowledge.
4:4 - The
candidate understands current knowledge and trends in education.
*Masters
Standard 5: Professional Development and Leadership - The candidate engages in
continued professional development and provides leadership at the classroom,
school, and community levels, and within the profession.
5:4 - The
candidate participates in collaborative leadership to address educational
problems.
10.
Teaching strategies: Independent work done in consultation with faculty
advisor. The course is offered
online.
11.
Evaluation methods and guidelines for assignments: See
attached.
12.
Required texts/references: None. See
recommended readings below.
13.
Topical outline: N.A.
14. ACADEMIC
HONOR CODE: Sign the Academic
Integrity Policy on all assignments.
(http://saf.dept.uncg.edu:80/studiscp/Honor.html)
ATTENDANCE POLICY: Because this course is conducted as an independent study with each student, there are no class meetings and there thus is no attendance policy. However, you should expect to spend the amount of time normally anticipated in graduate coursework (For each credit, 3-4 hours/week for 16 weeks).
USE OF WORK/PRESENTATION: This course is designed for you to improve your own teaching, not to result in a project for presentation to any audience other than the instructor. (All student identification must be removed before data is shared with instructor.) You must have students and their parents/guardians complete the attached form giving permission for you to use their work. If you wish to have the option to present or publish this work elsewhere, the UniversityÕs Human Subjects Review process must be followed. This will add several weeks to the process, so that it may not be possible to complete assignments within the semester.
15.
Recommended Text(s) and/or Readings:
http://teachers4america.net/teaching_portfolio.html
http://www.mhhe.com/socscience/education/cybereducator/cybpart11c.html
McCutchan, B.P. (2006). Teaching dance as art in education.
Champaign, IL: Human
Kinetics. (See especially chapter
16, Developing an arts-oriented teaching portfolio.)
Developing an
Arts-Oriented Teaching Portfolio
16.
Alignment with state and national standards: See #9
above
This course involves 6 separate teaching modules, taught at whatever grade level you are employed. Completion of each module is worth one credit. Each involves planning, teaching, and evaluating a dance unit, with significant analysis and reflection along the way. The content is drawn from the National Standards for Dance Education and the North Carolina Standard Course of Study. In developing these six modules, students (dance educators in public schools) are expected to demonstrate the standards required by DPI for Advanced Licensure, as indicated in the objectives above.
A. Content (The
modules may be completed in any order and may be
integrated across the six modules.
Be sure that your assessment plans reveal how you will evaluate to see
whether students have met the goals/objectives you aspire to meet.
1. Identifying and demonstrating movement elements and skills in performing dance (National Standard 1, North Carolina Competency Goal 1)
2. Understanding and using choreographic principles, processes and structures in order to create and communicate meaning (National Standards 2 and 3, North Carolina Competency Goals 2 and 3)
3. Demonstrating and understanding dance in various cultures and historical periods ((National Standard 5, North Carolina Competency Goal 5)
4. Making connections between dance and healthful living ((National Standard 6, North Carolina Competency Goal 6)
5. Understanding dance as an art form with a range of opportunities for involvement (North Carolina Competency Goal 8)
6. [The sixth module may be drawn from any competency goal of the North Carolina Standard Course of Study.]
All modules must provide opportunities for students to develop and apply critical and creative thinking skills in dance. ((National Standard 4, North Carolina Competency Goal
4)
At least one module must involve interdisciplinary work, including collaboration with at least one teacher in a discipline other than dance. (National Standard 7, North Carolina Competency Goal 7)
At least one module must involve computer technology in the instructional process.
At least three modules must integrate reading and writing in the instructional process.
At least one module must involve significant collaboration with another agency or group in the community. This could involve such activities as getting a grant to bring in a professional artist to work with students, performance for a community preschool or senior adult center, or exchanging work electronically with another group.
Include a chart illustrating each
of the requirements above and how they will be met. (A suggested template may be found at the end.) This chart should be submitted as part
of the initial 693 proposal, although it may be revised.)
All student learning outcomes (M licensure standards) must be demonstrated in order to be recommended for the M license. All outcomes do not need to be demonstrated within each module, but all must be demonstrated at some point.
a. The topic or theme of the unit
b. Your instructional goals for the unit
c. A statement of how these goals support important student learning in the subject
d. The nature and flow of the activities, and your reason for planning this way.
Describe each fully, including why
you selected these assignments, how they support the goals you are working toward,
how they fit into the unit, and how they will be
assessed (rubric or criteria). It
is recommended that you submit this as a draft for feedback before teaching.
Describe why you selected these particular students, and the particular challenges they present in teaching. Explain your expectations about what they will gain from this unit. Discuss how you structured each assignment to facilitate this learning. Discuss how the students' responsibility for their own learning was encouraged.
Submit student work done in
response to each assignment. This
may be in the form of videotape or any other form. This student work and your
analysis (below) should provide evidence that you are meeting the appropriate
standards for advanced licensure.
Analyze student response to these assignments. What did you learn about these students' understanding at each point in time? What indicators were there that these students found the activities meaningful/engaging? What is the evidence that students developed critical thinking skills, problem solving, and performance skills (performance is not limited to being a dance performer)? How did you adjust your instruction in response to your perception of student learning problems and successes as you went through this unit?
This analysis should be presented in 5-8 pages.
a. What did you learn from this experience about your strengths and limitations as a teacher? How will you build on these strengths in the future? What will you do to work on these limitations?
b. What will you do differently in teaching this same content material in the future? How did the analytical and evaluative process for this course affect your thinking about this?
6. Attach a list of student learning goals you believe you have demonstrated
through this module, and what the evidence is that you have reached them. Submit this after teaching. The goals may be revised somewhat from what you initially thought they would b, after you do your student assessment.
You must include permission forms to include the work of any student in this project. (See attached) It is strongly recommended that you get these forms back before you begin teaching each unit. It may be easiest to assume that you will use the work of all students during the school year, and seek to get signed permission slips from all students who are willing to participate and whose parents are willing.
D. Evaluation guidelines: This course is graded S-U. To earn a grade of Satisfactory, all items must be completed and all standards must be met at the minimum level required for licensure.
*1a. Instructional expertise:
Knowledge of professional literature.
Limited: The candidate demonstrates limited awareness through
written assignments of some important theoretical, philosophical, and research
bases that can improve student learning in dance education, although there is
little or no evidence of applying them in thinking about curriculum and
teaching.
Emerging: The
candidate demonstrates awareness of important theoretical, philosophical, and
research bases that can improve student learning in dance education. There is clear evidence of attempts to
apply this knowledge to planning dance curriculum. Target level for students completing DCE 660.
Proficient: The candidate
demonstrates awareness of important theoretical, philosophical, and research
bases that can improve student learning in dance education. There is clear evidence of applying
this knowledge to planning and teaching.
They demonstrate a variety of instructional strategies and resources and
good evidence of research-based professional practice. Often their teaching demonstrates that
the candidate adapts instruction to accommodate different learning styles and
displays a clear understanding of the typical developmental patterns of the age
group being taught. Minimum level required for
advanced licensure.
Mastery: The
candidate demonstrates awareness of many important theoretical, philosophical,
and research bases that can improve student learning, and demonstrates how
these different positions can affect student learning in dance education. They
demonstrate an extensive breadth of instructional strategies and resources and
consistent evidence of research-based professional practice. Their teaching demonstrates that the
candidate nearly always adapts instruction to accommodate different learning
styles and displays an advanced understanding of the typical developmental patterns
of the age group being taught. Target level for
students completing DCE 693.
*1b. Instructional expertise: Use of assessment to improve student learning
Limited evidence: The candidate does no formal assessment connected to
student learning, although participation and similar behaviors may be evaluated
to determine grades.
Emerging: The
candidate demonstrates ability to develop assessment tools connected to student
learning, but there is little evidence in this assignment that the candidate
uses the assessment process to improve student learning. Target level for students completing DCE 657.
.
Proficiency: The
candidate formally assesses student learning for purposes of determining grades
(summative assessment), and sometimes uses the data to improve student
performance and improve future instruction. Minimum
level for advanced licensure.
Mastery: The
candidate formally assesses student learning, and consistently uses results of
assessment to re-teach as necessary, as well as to improve future instruction. Target level for students completing DCE 693.
2. *Knowledge of Diverse
Learners
Limited: The candidate demonstrates respect for diverse learners and
some knowledge of one or two important kinds of difference among learners
especially relevant in dance education.
(There is little or no evidence in this assignment of applying this
knowledge to differentiate instruction in dance.)
Emerging: The candidate demonstrates respect for diverse learners
and knowledge of 1-2 kinds of learning differences especially relevant in dance
education. The candidate
demonstrates understanding of how to adapt dance instruction to accommodate
these differences among learners. Target level
for students completing DCE 646, 657
Proficiency: The candidate demonstrates understanding of and respect
for a wide variety of differences in learners and their effect on student
learning. The candidate designs,
deliver, and evaluates instruction that is always responsive to a few learning
differences, and is occasionally responsive to a wide variety of differences
among all learners in their classroom. Minimum
level required for M licensure.
Mastery: The candidate consistently designs, delivers, and
evaluates instruction that is responsive to a wide variety of differences among
learners in their classroom. The candidate reflects on and modifies instruction
as needed to maintain an environment in which all learners feel welcome and can
be successful. Target for students completing
DCE 693.
4. Content Knowledge in Dance
Limited: The
candidate demonstrates mostly accurate knowledge of the content in the
discipline of dance appropriate for this assignment. The candidate rarely if ever makes connections between
theory, philosophy, research, and current practice in dance.
Emerging: The candidate demonstrates accurate knowledge of the
content in the discipline of dance appropriate for this assignment. The candidate occasionally makes
connections between theory, philosophy, research, and current practice in
dance. DCE
657, 610, 611
Proficiency: The
candidate demonstrates depth and breadth of knowledge in the discipline of
dance, and sometimes uses it to challenge students to excellence in dance as
appropriate to age/experience of the students. Minimum
level required for advanced licensure.
Mastery: The candidate consistently demonstrates depth and breadth
of knowledge in the discipline of dance, and consistently uses it to challenge
students to excellence in dance as appropriate to age/experience of the
students. Target
for DCE 693
5a. Leadership
Limited: The candidate demonstrates efforts to address educational
problems related to dance education, but does not work collaboratively in doing
so.
Emerging: The
candidate works collaboratively with others in solving an important educational
problem related to dance education, although does not take leadership.
Proficient: The
candidate takes an active leadership
role in facilitating collaboration with
others to address one or more important educational problems related to dance education. Target for DCE 646.
Minimum level required for advanced licensure.
Mastery: The
candidate takes an active leadership
role in facilitating collaboration with
peers and others in the community to address one or more important
educational problems related to dance education.
Target for DCE 693.
PERMISSION FORM
I understand that my dance teacher (name) wants to include some of my work in dance as part of a course she is taking at UNCG. I am willing for her/him to include copies of videotapes of me and any written work or art work.
____________________________________________________________
Signature of student Date signed Birthday, including year
_______________________________________
Signature of parent/guardian Date signed
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Module 1 add title, grade
level |
M 2 |
M 3 |
M 4 |
M 5 |
M 6 |
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Identifying and
demonstrating movement elements and skills in performing dance (North
Carolina Competency Goal 1) |
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|
|
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Understanding and using
choreographic principles, processes and structures in order to create and
communicate meaning (North Carolina Competency Goals 2 and 3) |
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Demonstrating and
understanding dance in various cultures and historical periods (North
Carolina Competency Goal 5) |
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Making connections between
dance and healthful living ((National Standard 6, North Carolina Competency
Goal 6) |
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Understanding dance as an
art form with a range of opportunities for involvement (North Carolina
Competency Goal 8) |
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All modules must provide
opportunities for students to develop and apply critical and creative
thinking skills in dance. (North Carolina Competency Goal 4) |
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At least one module must involve
interdisciplinary work, including collaboration with at least one teacher in
a discipline other than dance. (North Carolina Competency Goal 7) |
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At least one module must
involve computer technology in the instructional process. |
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At least three modules must
integrate reading and writing in the instructional process. |
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At least one module must
involve significant collaboration with another agency or group in the
community. |
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