Syllabus Guidelines

This guide serves as a resource for courses in ALL academic programs; however, there are certain sections that apply only to certification programs.

A. Office hours and contact information

B. Catalog description of course

C. Include some reference to 
    theory-practice interaction.

D. Align Objectives

Create table to align objectives of course with unit, state, and national standards. Just list the standard number/letter in the appropriate column

Unit standards – refer to the following roles:

1. Design and deliver instruction
2. Manage time, tasks, and environments
3. Advocate for children, services, and supports
4. Use inquiry to inform practice
5. Collaborate to support group practice
6. Improve classroom and system practice

State standards – refer to Louisiana Components of Effective Teaching
I A   The teacher plans effectively for instruction
II A  The teacher maintains an environment conducive to learning
II B  The teacher maximizes amount of time available for instruction
II C  The teacher manages learner behavior to provide productive learning opportunities
III A The delivers instruction effectively
III B The teacher presents appropriate content
III C The teacher provides opportunities for student involvement in the learning process
IIID  The teacher demonstrates ability to assess and facilitate student academic growth
IV A The experienced teacher plans for professional self-development
IV B The new teacher plans for professional self-development
V A  The teacher takes an active role in building-level decision making
V B  The teacher creates partnerships with parents/caregivers and colleagues

National standards – Follow these guidelines

If this course relates to 1 or 2 certification areas, include a column for each SPA and enter the standards aligned with your objectives.

For EDSP courses, only use the CEC standards and additional state/national special education standards if applicable.

For EDUC courses, work jointly to create a master table that aligns the course objectives to the following SPAs – NAEYC, ACEI, NCTE, NCTM, NSTA, NCSS, and CEC. We will post the table on the website. Include the following statement on the syllabus:

The content and experiences of this course align with multiple professional standards as this course is included in the program of study of multiple certification areas. Refer to EDUC Alignment Table for more information.

EDAD educational leadership certification courses should align with ELCC.

E. Field experience

For all courses with field experience requirements, include the following statement:

Field experiences included in this course support candidates to address unit, state, and national standards. Candidates are required to enter both the location and number of field experience hours completed to meet the requirements of this course into Live Text (the e-portfolio system). This requirement must be completed to earn any credit aligned with field experience assignments. Candidates will also be required to document completion of a required number of field experience hours at various points in the program of study. The only documentation that will satisfy this requirement will be the data in the Live Text portfolio. Thus, it is necessary that all candidates in school career programs register for Live text and record all field experience information via the electronic form provided for that purpose.

Field experiences in this course provide an opportunity for candidates to understand the professional roles/responsibilities that are included in the conceptual framework of the college: 
 
(List roles/responsibilities appropriate to your course)

• Design and deliver instruction (assessing to plan instruction, lesson planning, teaching)
• Manage time, tasks, and environments (classroom organization, scheduling, positive behavior support)
• Advocate for children, services, and supports (identifying needs, direct advocacy, supporting others in advocacy efforts)
• Use inquiry to inform practice (applying information from professional literature, peers, internet resources to instruction)
• Collaborate to support group practice (working with others – team teaching, collaboration with family members and/or related service personnel)
• Improve classroom and system practice (adopting positive practices to improve teaching, classroom or school operation)

If the field activities/assignments are described in the syllabus, provide the same type of information as noted in the objectives. If the field activities/assignments are described in a separate document, provide the alignment information there. Remember this will help our candidates align their artifacts with the correct standards as they build their e-portfolio on Live Text.

F. Assessments

For courses that include one or more UNIT assessments (such as the EDUC core Assessment), include the following statement:

This course includes a candidate assessment requirement that aligns with one or more of the following themes expressed in the College of Education and Human Development Conceptual Framework: Assessment, Technology, Communication, and Diversity.

For courses that include any of the 6-8 UNIQUE PROGRAM assessments used to determine candidate progression (see program reports submitted for SPA review), include the following statement:

This course includes a candidate assessment that is a requirement for program progression.

G. Grading

Provide information as to how the candidate will receive a grade for the course.

H. Textbook and Resources

Provide citations as appropriate

I. Live Text

All candidates in initial certification and advanced degree teacher education/educational leadership programs in the College of Education and Human Development are required to subscribe to Live Text. An electronic portfolio in Live Text that aligns authentic evidence with unit, state, and national standards is required for progression through and completion of the program of study. Candidates will also be required to document completion of a required number of field experience hours at various points in the program of study. The only documentation that will satisfy this requirement will be the data in the Live Text portfolio. Thus, it is necessary that all candidates in school career programs register for Live Text. The subscription lasts for multiple years (enough to get you through your program of study).

J. University Requirements

Include each of the following statements in your syllabus:

Disability statement
The Office of Disability Services (ODS) in conjunction with the Office of Academic Affairs campus wide administrative policy regarding the accommodations of students with disabilities, has two primary objectives: 1) to ensure compliance with Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities Act (ADA) in regard to equal access for qualified students to academic programs; and 2) to uphold the academic integrity of UNO. When these two objectives are met, those students who qualify for services based on clear, comprehensive, and relevant documentation will receive those services or academic modifications for which they are legally entitled.

Attendance statement
Students/candidates are expected to attend all classes regularly and punctually. A student/candidate who is not present in class is marked absent.

Academic honesty statement
Academic integrity is fundamental to the process of learning and evaluating academic performance. Academic dishonesty will not be tolerated. Academic dishonesty includes, but is not limited to, the following: cheating, plagiarism, tampering with academic records and examinations, falsifying identity, and being an accessory to acts of academic dishonesty. Refer to the UNO Judicial Code for further information.