Description
The undergraduate
secondary English Education teaching major at Purdue is a comprehensive
four-year program designed to prepare students to teach middle and high
school English/language arts. After completing the program, students will
be qualified to obtain a license to teach English in the state of Indiana
in grades 5-12.
Students receiving a degree in English Education complete
coursework in both the College of Education and the School
of Liberal Arts. The English Education program offers four
disciplinary specific methods courses: English
391 Composition for Teachers, English
492 Literature in the Middle and Secondary School, EDCI
422 Teaching English in the Secondary School, and EDCI
434 Teaching English Language Arts in the Middle School and
Junior High. In addition, English Education students must
complete a 10-week student teaching experience in a middle
or high school. For more details about the undergraduate major
see the English Education Academic
Advising Sheet.
For more information about programs of study, visit the English
Department Undergraduate Studies website.
Program Standards
Candidate Standards
Professional Association Standards for Teachers:
Related K-12 Student Standards
Purdue University
Teacher Education Program Standards
Faculty
Admission Requirements
Program of Study
Required Professional Education
Courses
Block I - EDCI 205 Exploring Teaching as
a Career / EDCI 285 Multiculturalism and Education
* Students complete 16 hours of field experience at a participating
Block I school.
Purpose of Block I: To introduce students to the field of
teaching by having the students examine issues from a teacher
perspective, emphasizing the importance of multi-culturalism.
Block II - EDPS 235 Learning and Motivation
/ EDPS 265 Inclusive Classroom
* Students complete 14 hours of field experience at a participating
Block II school.
A sincere effort is made to place students in a middle school
and a high school by the time they complete Block II.
Purpose of the Block: To have students explore the processes
involved in student learning and the characteristics and needs
of learners with exceptional needs and talents.
EDCI 422 - The Teaching of English in Secondary
Schools (three credit hours)
* Students visit a high school classroom for 20 hours per
semester.
The structure and performance expectations for the interactive
field experience of this course are detailed in a program
brochure (see attached). Briefly, the advanced field experience
for this course allows more than observation. Students visit
and participate in a secondary or middle classroom in an area
school weekly over a ten-week period. Specifically, "interactive
experience" placements involve assisting mentor teachers
with both instructional and non-instructional tasks including
planning instruction and classroom management. Students keep
a reflective journal, discuss classroom experiences with classmates,
develop an instructional unit appropriate to the grade-level,
and are evaluated by mentors on overall professionalism as
well as teaching performance. Selected artifacts prepared
or collected during the field experience are also included
in a culminating portfolio for the course. EDCI
422 Field Experience Brochure
EDCI 434 - The Teaching of English in the
Junior High / Middle School (two credit hours)
* Students visit a middle school/junior high class room for
ten hours per semester.
Students in EDCI 434 are placed in a middle school Language
Arts classroom and, over the course of five weeks, participate
in a 10-hour field experience. During this field experience,
students are required to complete a reflective analysis of
the ways in which theoretical concepts introduced in class
discussion and readings are present in the reality of the
middle school. This includes analyzing the structure of the
school environment as a whole, considering the methods of
classroom management particular to students and teachers in
the middle level, and observing instructional methods that
promote various literacies. In addition, students are required
to interact with an individual student by completing a miscue
analysis project. Finally, students prepare and execute a
book talk over a young adult novel.
Student Teaching, EDCI 498F Supervised
Teaching of English Education- One 10 week placement.
Student teaching involves a ten-week placement in an area
middle or secondary school classroom (within a 45 mile radius
of the Purdue campus in West Lafayette). Student teaching
policies and procedures for the English Education Program
are detailed in the "Student
Teacher Handbook" and the "Mentor
Teacher Handbook" for supervising teachers.
Uses of Technology
The English Education faculty is actively participating in
the Purdue Electronic Portfolio (PEP) project. We are in compliance
with the designated timelines for student artifact submission
for Gates C and D. All faculty members have used Web CT and/or
personal web sites to supplement the teaching of undergraduate
methods and graduate courses. We have an informative
English Education program website that provides information
for current and future undergraduate and graduate students,
as well as national and international colleagues. We are currently
integrating instruction in the use of digital video into the
seminar for English Education student teachers so that they
can include video clips of their teaching within Gate D artifacts.
We regularly use synchronous and asynchronous communication
tools in our methods and graduate classes to supplement learning,
and we require students to use multi-media resources in selected
course assignments at both levels. We also use videoconferencing
technologies to connect students with other educators and
innovative programs geographically removed from Purdue.
Uses of Centers
Currently, two English Education faculty are co-investigators
on a grant project called "Exploring Technology and Critical
Literacy in K-12 Education" funded through the Discovery
Park Administration and the e-Enterprise Center of Discovery
Park at Purdue University. The English Education faculty members
are collaborating with a Purdue center, CERIAS, The Center
for Education and Research in Information Assurance and Security.
Faculty members from CERIAS, the College of Education Educational
Technology program, and English Education are working together
to conduct research concerning synchronous and asynchronous
communication in secondary classrooms in the US and abroad.
Additionally, one English Education faculty member received
a fellowship from the Center for Undergraduate Instructional
Excellence in the School of Liberal Arts for fall semester
2003.
Assessments
Assessments About Candidates
Beginning with roll out of GATE C, GATE D, and the Electronic
Portfolio, English teaching majors will be evaluated within
the overall COE Unit Assessment System. As described above,
the rubrics used to evaluate candidates on their culminating
instructional unit artifacts and student teaching performances
are aligned with relevant INTASC Principles and national teacher
preparation standards.
Current members of the Secondary English teacher preparation
faculty were involved in developing the mapping guides for
middle and secondary English. The sequence of secondary English
teaching methods courses, and the nature of major assignments,
remains the same as when these mappings were originally prepared
and revised. Accordingly, these mappings based on Indiana
State Standards accurately represent the current program.
[Note that while EDCI 309 is no longer a required course,
it made no contribution to the content standards, and, moreover,
any 309 assignments listed as artifacts for particular competencies
were redundant-being addressed in one or more of the four-course,
discipline-specific instructional methods sequence as well.]
National standards from NCTE/IRA are routinely distributed
to English teaching majors in each of the discipline-specific
instructional methods courses for English teaching majors
including EDCI 422, EDCI 434, ENGL 391, and ENGL 492. In addition,
students also receive URL's for both such state and national
Content Standards in course descriptions. Moreover, both state
and national Content Standards for Language Arts are inextricably
woven into instructional design assignments such as lesson
planning and instructional unit projects.
The Gate
C rubric for secondary English teaching majors is linked
to EDCI 422 (description,
syllabus).
Note that these documents are both posted on a WebCT site
for the course, and the course description is also linked
to the English
education website's undergraduate page.
The Purdue Electronic Portfolio Artifact is a culminating
instructional unit project. The Gate rubric is in place and
the PEP component is being rolled out on a "pilot"
basis for Fall 2003.
INTASC Principles are at the heart of assessment of candidate
E-portfolio artifacts, and reflected in the rubric for GATE
C, already in use, and GATE D, under development. Specifically,
the GATE C rubric addresses the following INTASC Principles:
1 Content, & Pedagogical Content Knowledge,
3 Diverse Learners,
4 Instructional Strategies-Higher-order Thinking,
5 Motivation, and
7 Methodology.
Relevant INTASC Principles are specified on the rubric as
well as on the E-portfolio interface. Note that these unit
projects themselves address CONTENT STANDARDS- both state
and national: Indiana State K-12 Standards and the NCTE /
IRA Standards for the English Language Arts.
The Gate D rubric for Secondary English is currently under
development. It will be linked to EDCI 498 during the student
teaching semester. Electronic portfolio artifacts are likely
to include a sequence of lesson plans and samples of student
work- and possibly corresponding video clips from student
teaching- parallel to the documentation required for Indiana
State continuing licensure after the first several years in
the classroom. We expect to incorporate a number of additional
INTASC Principles (beyond those addressed at GATE C) and possibly
national teacher preparation standards as well based on NCTE's
Guidelines for the Preparation of Teachers of English Language
Arts.
We are considering selectively incorporating national teacher
preparation standards in the assessment of candidate E-Portfolio
GATE D artifacts based on NCTE's Guidelines for the Preparation
of Teachers of English Language Arts.
English education is perhaps unique among Purdue University's
secondary teacher preparation programs in that it includes
a sequence of four discipline-specific instructional methods
courses. Lesson planning and presentation projects for each
of these courses- EDCI 422 and 434 and ENGL 391 and 492- include
essays explaining lesson plans based on classroom outcomes
and both peer and faculty critique. These projects typically
include both state and national content standards mapped as
instructional objectives.
Teaching colleagues in area schools generously participate
in field experience programs connected with several discipline-specific
methods courses, including the evaluation of student performance.
For example, the advanced, "interactive" field experience
for EDCI 422 includes three quantitative evaluations of classroom
performance and overall professionalism. To date, this information
has been used primarily for the evaluation of individual student
performance. Early every semester, students are oriented to
the evaluative criteria, and the data collected from teachers
serving as mentors in area schools is factored into course
grades. Average scores earned by students on each of these
three assessments for the last several years are on file.
Likewise, cooperating mentor teachers evaluate student performance
in the EDCI 434 middle school field experience, and, of course,
for the student teaching experience itself, which is linked
to the EDCI 498 seminar.
- Fall 2003 Gate Portfolio Assessment Summary
Assessments About the Program
Currently, all faculty members regularly administer PICES
course evaluations to students each semester, as required
by department heads. Additionally, we have recently developed
an electronic survey which we will administer each semester
to graduating student teachers, asking questions about the
effectiveness of our program in preparing them to enter the
profession. Finally, in the next five years we hope to organize
an advisory committee comprised of secondary educators, administrators,
and teacher educators who would meet regularly to provide
feedback about our program. The formation of such a committee
is dependent on securing external funding support.
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* Please
note, this site was prepared for the March 6-10, 2004,
NCATE/IPSB Board of Examiners visit. The information posted
here is available to the public and every attempt is being
made to ensure its completeness and accuracy. If you have
any updates or corrections, or have difficulty accessing or
locating any documents, please contact T. J. Oakes, NCATE
Coordinator, at oakest@purdue.edu
or 765-494-5486, or contact Richard Frisbie, Assessment Coordinator
and WebMaster at rfrisbie@purdue.edu
or 765-494-2360.
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