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Essential Concepts by Course
Essential Concepts Taught in Secondary Courses
(Revised 4-5-2008)

The Essential Practices Matrix are the required content expectations in all
Secondary Methods courses, Educational Psychology, and Secondary School
Experience.

Departmental Methods Courses

Secondary School:
TESS 494

Ed. Psychology
TEEL 431

Nature of the Content area and its place in the 6-12 classroom

Student learning in the content area

Professionalism Development in the content area (e.g. conferences)

Technology usage in the discipline

Major scope and sequence of curricular content at the 6-12 level

Awareness of COET Diversity Proficiencies

Reflection activity on the COET Diversity Proficiencies that teachers use in the classroom to engage diverse learners in the learning process

Instructional Strategies for the Diverse Learner

Integrating across discipline (e.g. writing & reading across the curriculum)

Reflection Activities

Reflection Practice/Reflective Writing/Reflection & Assessment

State Content Assessments QPA

State & National Content Standards

Specific Content Instructional Strategies and Activities

Integration & Application of Six Traits:  Reading & Writing

Rubric Construction

Norm & Criterion Referenced Tests; Analysis of Assessment Procedures; Test Construction

School Improvement-NCLB, QPA Process, Site Councils, NCA Process

Textbook Selection/Evaluation

Textbook Readability levels

NOTE:  Full Details of the Minimum Unit Plan Assignment are found in the Secondary Pre-Student Teaching Unit Plan Design & Assessment Document

• Create Work Sample: Unit Plan
• Unit Learning Goals
• Knowledge, Application, Reasoning Objectives
• Grade levels, Classroom
• Background
• Alignment with State Standards
• Both Content & Process Skills
• Time Frame
• Lesson Plans reflecting content specific instructional models, and questions
• Discussion of integration of interdisciplinary instruction
• Diagnostic, formative & summative assessments of unit for teaching effectiveness and student achievement

• Introduction to the Kansas Performance Assessment (KPA)
• Specific material related to KPA, Standard 1, and in preparation for student teaching
• Introduction to Work Sample/Unit Plan in methods courses
• Instructional Models/Strategies
• Graphic Organizers
• Cooperative Learning
• Lesson Plan Styles (How to)

• Bloom’s Taxonomy
• Developing test items & rubrics Understanding knowledge, application & reasoning objectives
• Characteristics of Learners
• Learning Styles

Awareness of instructional adaptations and individualized instruction

Instructional Adaptations; Individualizing instruction through re-teaching and enrichment

Instructional Approaches Matrix

Equipment/setup/budget/storage

Awareness of including developmentally appropriate adaptations/accommodations in unit planning and lesson planning

Developmentally Appropriate Adaptations/Accommodations

Differentiated Instruction

Awareness of the resources available for integrating technology into instruction

Technological adaptations/accommodations/application (technology rich lesson)

Techniques for helping 6-12 students become aware of career options (i.e., career education)

Career Placement for the candidates

Questioning strategies

Questioning strategies

Content Reading Strategies

Awareness of reading strategies in the content areas

Assessment techniques unique to the discipline

Test Construction

Test Construction

Communication skills (verbal & nonverbal):  student to student, teacher to student, student to teacher

Classroom Learning Environment
Communication skills (verbal & nonverbal):  student to student, teacher to student, student to teacher

Communication skills (verbal & nonverbal):  student to student, teacher to student, student to teacher

Classroom Management/Plan

Safety or Liability Issues

Legal Issues for new teachers
Disposition, confidentiality & professionalism

Communication: Parents, colleagues, administrators, paraprofessionals, substitutes, etc.

Communication: Parents, colleagues, administrators, paraprofessionals, substitutes, etc.

Communication: Parents, colleagues, administrators, paraprofessionals, substitutes, etc.

Blood Borne Pathogens, TB Testing, Background checks

Apprenticeship:

• Shadowing
• 2 Reflections on shadowing
• Attend & report on BOE meeting
• Interview teacher about job responsibilities, etc.