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Gifted Education Master

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Title: Gifted Education Master s Degree Program Orientation Author: Jennie Farmer Last modified by: Jennie Farmer Created Date: 10/7/2006 10:59:09 PM – PowerPoint PPT presentation

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Title: Gifted Education Master


1
Gifted Education Masters Degree Program
Orientation
  • Spring 2007

2
Table of Contents
  • Topic Slide
  • Welcome 3
  • Gifted Education at USF 4
  • Faculty Staff 6
  • Getting Started at USF 10
  • USF ID 11
  • USF NetID 12
  • Forwarding USF E-mail 13
  • Advising 14
  • Sequence of Courses 18
  • Chalk Wire 23
  • Permitting/Registration 28
  • Online Learning 31
  • Professional Standards 32
  • Accessing the Courses 35
  • Time Considerations 36
  • Computer Issues 37
  • Participation 38
  • Advocacy for Gifted Learners 39

3
Welcome
  • Welcome to the Gifted Education Masters Degree
    Program at the University of South Florida! We
    are excited you will be joining us. This
    orientation will assist you in becoming familiar
    with the program and USF. Please read through it
    carefully and let us know if you have any
    unanswered questions.

4
Gifted Education Program at USF
  • Florida's only entirely online Master's Degree in
    Gifted Education
  • Provides advanced training for certified teachers
    to work with gifted and talented children and to
    work with other teachers on a consultant and/or
    collaborative basis

5
Gifted Education Program at USF
  • Graduates are prepared to be
  • Reflective practitioners
  • Collaborative professionals
  • Affirming of diversity
  • Professional, ethical, competent and
    knowledgeable of theory and research as evidence
    by "best practices" of gifted education

6
Program Faculty and Support Staff
7
Dr. Shaunessy
  • Program Coordinator
  • Assistant Professor
  • B.A. in English from University of Miami
  • M.A. in English from Florida State University
  • Ph.D. in Special Education with an emphasis in
    Gifted Education from University of Southern
    Mississippi
  • Research interests include gifted children with
    Asperger Syndrome, culturally diverse gifted
    learners, the use of technology in gifted
    education, and public policy in gifted education


8
Dr. Matthews
  • Assistant Professor
  • B.A. in Chemistry and a minor in Anthropology,
    magna cum laude from University of Tennessee at
    Chattanooga
  • M.A. in Anthropology from University of
    Wisconsin-Madison
  • Ph.D. in Educational Psychology with a
    concentration in Gifted Creative Education from
    University of Georgia
  • Research interests include culturally and
    linguistically diverse gifted learners, talent
    search programs, youth leadership, science
    learning, and underachievement among gifted
    learners

9
Jennie Farmer
  • Assistant Program Coordinator
  • B.S. in Special Education with an emphasis in
    Specific Learning Disabilities and Mental
    Retardation from USF
  • M.A. in Gifted Education from USF
  • Pursuing Ph.D. in Curriculum and Instruction in
    Special Education with an emphasis in Gifted
    Learners with Learning Disabilities from USF
  • Research interests include gifted children with
    learning disabilities, the affective needs of
    students, the care and cruelty of teachers, and
    the professional development of teachers

10
Getting Started at USF
11
USF ID Card
  • If you do not already have one, you will need to
    obtain a USF photo ID. You can do this online by
    going to http//www.auxsvc.usf.edu/form_distance_l
    earning.asp. You will need to print out the form
    and include the following items with your
    completed application
  • Copy of a valid drivers license AND
  • Recent passport quality (minimum 2x2) AND
  • 10 check made out to USF
  • All USF students must obtain a USF Card. We
    encourage you to do so now before the rush of the
    new semester.
  • Your USF ID is your library card. As a distance
    learner, you are able to check books out and
    access various databases. Your library number
    (number beginning with a 2) is printed on your
    USF ID and is different from your U ID.

12
USF NetID
  • In order to log into classes, you must have a USF
    NetID, which can be obtained with either your U
    ID (begins with a U and is followed by 8 numbers)
    OR USF Card number (begins with 640013 . . .),
    your birth date, and the last five numbers of
    your Social Security Number.
  • When you have either your USF ID Card or U ID,
    please go to http//una.acomp.usf.edu.
  • Click on New User. 
  • Follow the prompts for obtaining a NetID. 
  • It will be very important that you write down
    your NetID and the password that you create. We
    do not have access to this information and will
    not be able to supply you with your password or
    NetID.

13
Forwarding USF E-Mail Account
  • Please note that you will receive all e-mails
    through the USF e-mail system, so be sure to
    check this daily.
  • If you do not check e-mail account, you will not
    receive critical e-mails that your instructors
    send to students, which may include information
    about assignments, grades, and due dates. It is
    your responsibility to access this e-mail
    regularly throughout the semester.
  • For your convenience, you can forward your USF
    e-mail account to your personal account. Once you
    have your NetID,
  • log back into https//una.acomp.usf.edu.
  • On the left side of the screen, click on Student
    E-Mail.
  • Select Set Forwarding Address and follow
    prompts.
  • Some external e-mail accounts have difficulty
    with forwarding. It is recommended that students
    check the USF e-mail account regularly.

14
Advising
15
Advisement Process
  • Since we are a completely online program,
    advising occurs primarily through email however,
    phone conferences can be scheduled if needed.
  • Dr. Matthews advises students with last names A-M
    and Dr. Shaunessy is the advisor for students
    with last names N-Z.

16
Advisement Process
  • Advisors complete Program Plans with students
  • Program Plans are a schedule of when each course
    will be taken
  • Ensure courses are taken in the correct order and
    completed in a timely manner
  • Assist with scheduling classes and planning for
    upcoming semesters
  • Electives
  • Required to receive a permit for courses

17
Modifications to Program Plans
  • Modification requests must be made in writing
  • Approval from advisor required before students
    can deviate from original Program Plan

18
Sequence of Courses
  • Prerequisite
  • Phase I
  • Phase II
  • Phase III

19
Prerequisite
  • EEX 4070 Foundations of Special Education
  • EEX 4011Intergrating Exceptional Students in the
    Regular Education Classroom
  • Students may substitute a similar course from an
    accredited institution such as an undergraduate
    degree in Special Education or course which
    focused on differentiating instruction for
    learners with varying needs

20
Phase I
  • Five Endorsement Courses
  • 1. EGI 5051 Nature and Needs of the Gifted
  • - First Endorsement course taken may be taken
    with EGI 6414
  • 2. EGI 6416 Consultation, Guidance, and
    Counseling of Gifted Students
  • 3. EGI 5325 Theory and Development of Creativity
  • 4. EGI 6936 Seminar in Special Populations of
    the Gifted
  • 5. EGI 6232 Advanced Educational Strategies for
    Gifted Students
  • - Final Endorsement course taken
  • Measurement Course
  • 1. EDF 6481 Foundations of Educational Research

21
Phase II
  • EEX 6222 Advanced Psychoeducational Assessment of
    Exceptional Students
  • Two electives
  • Must be graduate level courses within the College
    of Education
  • Should be documented on a signed Program Plan
  • EEX 6939 Advanced Seminar in Special Education

22
Phase III
  • Supervised Practicum (total of 6 credit hours)
  • Summer semester (2 credit hours)
  • Fall semester (2 credit hours)
  • Spring semester (2 credit hours)
  • All practicums follow the summer, fall, spring
    order.
  • Students must be teaching in a K-12 setting with
    gifted learners.

23
E-portfolio Chalk Wire
24
Critical Tasks
  • Critical Tasks are assignments which assess the
    students ability to demonstrate the Florida
    Accomplished Practices for Teachers
  • Rubrics for each critical task are provided by
    the instructors
  • Rubrics are based on a 5-point scale, a score of
    3 or higher is required

25
Critical Tasks
  • EGI 5051
  • N/A
  • EGI 6416
  • Counseling Project
  • EGI 5325
  • Lesson Plan
  • EGI 6936
  • Lesson Plan
  • EGI 6232
  • Standards Paper
  • Curriculum Unit
  • EGI 6943
  • Analysis of Student Work
  • Analysis of Teaching
  • Action Research Project

26
Florida Educator Accomplished Practices
  • Assessment
  • Communication
  • Continuous Improvement
  • Critical Thinking
  • Diversity
  • Ethics
  • Human Development Learning
  • Knowledge of Subject Matter
  • Learning Environments
  • Planning
  • Role of the Teacher
  • Technology

27
Chalk Wire
  • Purchased online through the USF Bookstore
    (http//sftampa.bkstore.com/)
  • Select course EDF 0000
  • A system for students to upload critical tasks
    while completing the program
  • Assessors will visit the students e-portfolio to
    evaluate the performances according to the
    pre-established rubrics

28
Permitting/Registration Process
29
Requesting a Permit/Registration
  1. You will need the following information
  2. The course prefix number from your Program Plan
  3. The course reference number (CRN) from the USF
    schedule of classes
  4. Go to the Gifted Education Program Website
    (http//www.coedu.usf.edu/main/departments/sped/gi
    fteded/index.htm)
  5. Click the Permitting/Registration link
  6. Follow the directions provided
  7. Only complete permit requests will be processed

30
Receiving a Permit/Registration Status
  1. After your request has been processed you will
    receive an e-mail confirmation within 5 business
    days
  2. If your confirmation states you have been
    registered for classes,
  3. Verify your schedule on OASIS
  4. Go to the Course Textbook Information link on
    the Gifted Education Program Website
  5. If your confirmation states you have been
    provided a permit,
  6. Register for the course on OASIS
  7. Go to the Course Textbook Information link on
    the Gifted Education Program Website

31
Dropping a Course
  • Courses must be dropped by the end of Drop/Add
    week in order to avoid paying tuition.
  • Student may drop a course later in the semester
    without academic penalty
  • This must be completed by the date set by the
    University
  • Date available on the Registrars Calendar
    (http//www.registrar.usf.edu/forms/0607Calendar20
    07-01-04_11_17_16.pdf)

32
Retroactive Drops
  • Effective immediately the Graduate School will
    only consider petitions for drops following the
    tenth week of the semester if they meet one of
    the exceptional circumstances noted below.
  • Exceptional circumstances
  • Illness of the student of such severity or
    duration to preclude completion of the course(s)
    as confirmed in writing by a physician (M.D.).
  • Death of the student or death in the immediate
    family (parent, spouse, child or sibling) as
    confirmed by documentation (death certificate,
    obituary) indicating the students relationship
    to the deceased.
  • Involuntary call to active military duty as
    confirmed by military orders.
  • A situation in which the University is in error
    as confirmed by an appropriate University
    official.
  • Other documented exceptional circumstances beyond
    the control of the student which precluded
    completion of the course(s) accompanied by
    explanatory letter and supporting documentation.

33
Online Learning
34
Professional Standards
  • We encourage learners to adhere to standards for
    professional behavior
  • Please visit the following links for more
    information about Netiquette
  • http//www.albion.com/netiquette/corerules.html
  • www.NetManners.com

35
Professional Standards
36
Professional Standards
37
Accessing the Courses
  • You can access Blackboard (where courses are
    located) by going to https//my.usf.edu. 
  • Type in your NetID and password. 
  • You will be brought to a welcome screen. 
  • At the top of the page, click on the tab that
    says COURSES. 
  • You will see all of the courses in which you are
    registered. 
  • Click on a selected course title to gain entry. 
  • Please note courses and the list of courses may
    not be available until the official start of the
    semester.
  • Resources for students new to Blackboard are
    located on the left side of the screen.
  • Browse the resources area and other facets of the
    myUSF page to learn more about services,
    browsers, plugins, and other information and
    setting available to students.
  • Once inside the course, you should find
    directions for how to proceed. Please follow
    these steps.
  • Students who do not log in to the course prior to
    the end of week 1 may be dropped from the course.

38
Time Considerations
  • Please be cognizant of the time commitment to an
    online course because there is no face-to-face
    meeting of this class, your weeks work will
    include the typical 3 hours to replace this face
    time and then supplement this with additional
    readings and assignments.
  • Therefore, it is realistic to expect to spend 6
    to 9 hours per week per 3 hour online course.
  • Due to the shorter summer schedule, summer
    courses may require as much as 20 hours of work
    per week.

39
Computer Issues
  • Please identify an alternate computer to use in
    case of emergency.
  • Public libraries and schools often offer an
    alternate venue for you to access a computer in
    case you experience difficulties.

40
Participation
  • USFs teaching/learning philosophy is that
    knowledge is socially constructed
  • USF Online Gifted Education Program strongly
    encourages collaboration among professionals,
    which has also been found to be essential for the
    success of all K-12 learners
  • Our online courses are designed to be interactive
    experiences rather than independent study classes
  • Various technologies are utilized through the
    courses
  • Discussion boards
  • Individual and small group assignments
  • Audio conferencing
  • Participation will be evaluated through students
    participation in discussion boards (including
    reading other students postings), group work,
    and other assignments

41
Advocacy for Gifted Learners
42
Advocacy
  • While the federal government defines giftedness,
    it does not mandate gifted education
  • States determine whether gifted education should
    be mandated and if teachers require specialized
    training
  • Not all gifted programs are evaluated for
    effectiveness
  • District gifted education is not funded by the
    federal government
  • The Jacob Javits Gifted and Talented Students
    Education Act provides only 11 million for
    national research and demonstration projects

43
FLAG
  • Florida Association for the Gifted
  • www.flagifted.org
  • The mission of FLAG is to support educationally
    appropriate programs for gifted students through
    exchanging information, promoting research,
    supporting constructive changes in all areas of
    gifted education, and cooperating with local and
    state organizations in reaching mutual goals and
    objectives in support of students who are gifted.
  • Newsletter
  • Mini-grants to teachers
  • 2007 Annual Conference in Tampa

44
NAGC
  • National Association for Gifted Children
  • www.nagc.org
  • An organization of parents, teachers, educators,
    other professionals, and community leaders who
    unite to address the unique needs of children and
    youth
  • Supports and engages in research and development,
    staff development, advocacy, communication, and
    collaboration with other organizations and
    agencies
  • Gifted Child Quarterly
  • 2008 Annual Conference in Tampa

45
SENG
  • Supporting Emotional Needs of the Gifted
  • http//www.sengifted.org/
  • SENG is dedicated to fostering environments in
    which gifted adults and children, in all their
    diversity, understand and accept themselves and
    are understood, valued, nurtured, and supported
    by their families, schools, workplaces and
    communities.

46
CEC TAG
  • Council for Exceptional Children The Association
    for the Gifted
  • www.cectag.org
  • Promote the welfare and education of children and
    youths with gifts, talents, and/or high potential
  • Journal for the Education of the Gifted

47
AERA
  • American Educational Research Association
  • www.aera.net
  • Special Interest Group Research on Giftedness
    and Talent
  • www.aeragifted.org
  • Focuses research on how giftedness and talent are
    developed and nurtured
  • Dr. Matthews is a Member-at-Large

48
Important Resources
49
Gifted Education Website
  • http//www.coedu.usf.edu/main/departments/sped/gif
    teded/index.htm
  • Permitting/Registration
  • Course Textbook Information
  • Links
  • Schedule of classes
  • Academic calendar
  • Graduate forms (including Graduation Application)
  • Financial aid
  • Tuition
  • Chalk Wire
  • MyUSF

50
MyUSF - Blackboard
  • http//my.usf.edu
  • Courses
  • Library
  • Technology Tutorial
  • Services for Distance Learners
  • Electronic databases
  • Electronic journals
  • RefWorks
  • Check out books

51
Our Students Page of USFs Homepage
  • http//www.usf.edu/students.html
  • Provides links to all services at USF
  • Academic calendar (dates for the semester)
  • Registrars calendar (when to pay tuition, when
    registration begins)
  • Schedule of Classes (provides Course Reference
    Numbers, titles, and when courses are offered)
  • Bookstore
  • OASIS
  • Register
  • View your schedule
  • Pay tuition
  • View grades

52
Distance Learning Resources
  • http//www.outreach.usf.edu/distancelearning.htm
  • Support for distance learners
  • Distance Learning Catalog
  • Distance learning courses available at USF

53
Graduate School
  • http//www.grad.usf.edu/newsite/main.asp
  • News and events for graduate students
  • Link to Graduate Student Council
  • Graduate Student Forms
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