Course Syllabus Congruence Checklist

When you are developing syllabi for the fall semester you are asked to review, select, and integrate appropriate Conceptual Framework Themes, State Standards (NTS, ETS, SCS, ISLLC), and NCATE Themes into each syllabus.

Identify so that your candidates notice that your course addresses some themes and standards from the categories listed above.

Possible Approaches for highlighting this information:

Highlight word/themes/concepts by using bold print
At the end of objectives/learner outcomes, learning activities or assessment add in parenthesis the specific standards, concepts, etc. being addressed in the course. For example: (NTS 1,2; CF and NCATE – Technology)

Concepts or Standard Themes that might be addressed in the courses you teach:

_____ Anything that reflects use of constructivist approach (CF)

_____ Explicit links to or activities promoting knowledge about “Educators as

Architects theme or concepts. (CF)

_____ Technology (CF, NTS, ETS, SCS, ISLLC, NCATE)

_____ Diversity (CF, NTS, ETS, SCS, ISLLC, NCATE)

_____ Dispositions (CF, NTS, ETS, SCS, ISLLC, NCATE)

_____ Assessment (CF, NTS, ETS, SCS, ISLLC, NCATE)

_____ Content Knowledge (CF, NTS, ETS, SCS, ISLLC)

_____ Professional/Pedagogical Knowledge (CF, NTS, ETS, SCS, ISLLC,

NCATE)

_____ Skill Development: Teaching (CF, NTS, ETS, NCATE), Counseling (CF,

SCS, NCATE); Administrator (CF, ISLLC, NCATE)

_____ Research (CF, ETS, SCS, ISLLC, NCATE)

_____ Classroom Management, Discipline (NTS, ETS)

_____ Clinical and/or Field Experiences (CF, NTS, ETS, SCS, ISLLC, NCATE)

_____ Self-Reflection (CF, NTS, ETS, NCATE)

_____ Authentic Learning Environments (CF)

_____ Professional Development/Growth Planning (NTS, ETS, ISLLC)

_____ Effective communication with: peers, parents, administrators, students

(NTS, ETS, SCS, ISLLC)

_____ School Leadership (ETS, ISLLC)

_____ Higher order thinking (CF, NTS, ETS, SCS, ISLLC, NCATE)

Reminders:

1. No one course will address all or even most of these

2. A course with multiple sections and that is taught by more than one faculty member should address common themes and standards.