2017 COE Summer Institute


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List of Florence Hotels

Center of Excellence • 2017 Summer Institute

Click Thumbnail Images to view Flyer, Call for Proposals & List of Hotels

2016 COE Fall Workshop

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Flyer

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Gerry Brooks

Presentation



2016 FALL WORKSHOP • Nov. 7, 2016

Center of Excellence to Prepare Teachers of Children of Poverty

Keynote Speaker – Gerry Brooks

“Spreading Humor Through the World of Education”

The Fall Workshop was a huge success! Everyone enjoyed Gerry Brooks presentation.

More than 950 attendees re-registered for the Hurricane Matthew-delayed workshop

held at River Bluff High School Performing Arts Center in November.

Event Photos (click to enlarge)

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Spring Research Consortium

2017 Center of Excellence Spring Research Consortium

March 14, 2017

Location:  SC Department of Archives & History • 8301 Parklane Road, Columbia, SC  29223

Keynote Speaker: David C. Berliner

David Berliner is Regent’s Professor of Education Emeritus at Arizona State University. He is the winner of numerous awards, most notably the Brock award and the AERA award for distinguished contributions to education.  Professor Berliner has authored more than 200 published articles, chapters and books. Among his best known works is the book co-authored with B. J. Biddle, The Manufactured Crisis, and the American Education.   His most recent book, 50 Myths and Lies that Threaten America’s Public Schools, was co-authored with Gene V. Glass and students, and published in March, 2014.  We are excited to have him with us for the Research Consortium.

2016 COE Summer Institute

THANK YOU to everyone who participated in this year's 2016 event!

The Summer Institute continues to improve each year and your participation is a large part of that success!

If you missed this year's event and want to review the schedule to see the quality of our sessions and speakers

or if you just need to review the schedule once again, you can follow the link below.

View the FMU COE Summer Institute 2016 Schedule & Directory.

Downloadable Materials from the Speakers at 2016 Summer Institute

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Carol A. Tomlinson

Keynote

Carol A. Tomlinson

Handout

Carol A. Tomlinson

DI Rubric

Baruti Kafele

Handout

Gerry Brooks

Presentation

Standards & Star Strategies PDF Print E-mail

The specific strategies were developed for teachers to increase brain development, increase student investment learning, and subsequently to increase achievement and likelihood of success. These strategies have been infused into every teacher education program at Francis Marion University.

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Standards & Star Strategies Downloads
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Printable PDF Chart

(above)

Printable PDF Text

(below)

TEACHING CHILDREN OF POVERTY STANDARDS AND ELEMENTS

 

TCOP STANDARD 1:  Life in Poverty

ELEMENT 1.1:  The candidate applies current research to interpret the impact of life in poverty as it relates to educational environments.

ELEMENT 1.2:  The candidate applies current research-based knowledge, skills, and dispositions to generate and implement classroom strategies designed to support the unique needs of children who live with limited resources. (Clinical)


TCOP STANDARD 2:  Language and Literacy

ELEMENT 2.1: The candidate applies current research to explain the nature of language differences frequently registered by children of poverty.

ELEMENT 2.2: The candidate applies current research to generate and implement appropriate strategies for facilitating home-based language learning required for school success.

ELEMENT 2.3: The candidate applies current research-based knowledge, skills, and dispositions to create effective instructional environments that support the growth of language skills needed for success in school.  (Clinical)


TCOP STANDARD 3:  Family and Community Partnerships

ELEMENT 3.1:  The candidate applies current research to explain how family structures of children of poverty can impact home-school-community partnerships.

ELEMENT 3.2:  The candidate applies current research-based knowledge, skills, and dispositions to generate and implement a plan for service and partnerships between home, school and community stakeholders.  (Clinical)


TCOP STANDARD 4:  The Classroom Community

ELEMENT 4.1:  The candidate applies current research to compare the social, emotional, and cognitive development, experiences and abilities of under-resourced students with those of their more affluent peers.

ELEMENT 4.2:  The candidate applies current research-based knowledge, skills, and dispositions to create and implement success-oriented classroom strategies that cultivate a positive classroom community that recognizes children of poverty as capable learners. (Clinical)


TCOP STANDARD 5:  Curriculum Design, Instructional Strategies & Assessment

ELEMENT 5.1:  The candidate applies current research to explain the importance of accessing students’ background knowledge prior to planning instruction.

ELEMENT 5.2:  The candidate applies current research to a) explain how alignment of state mandated curriculum with instruction and assessment impacts achievement of children of poverty; and b) analyze (align) standards with planned instruction and assessment.

ELEMENT 5.3:  The candidate applies current research to explain appropriate types of assessment methods for use with children of poverty.

ELEMENT 5.4:  The candidate applies research-based knowledge, skills, and dispositions to create and implement results-driven instructional strategies and assessments for children of poverty.  (Clinical)


STANDARD 6:  Teachers of Children of Poverty as Learners, Leaders, and Advocates

ELEMENT 6.1:  The candidate applies current research to generate an appropriate plan for life-long learning that includes the elements of self-reflection and self-evaluation, especially as they relate to personal qualities, including knowledge, skills, and dispositions, necessary for success as a teacher of children of poverty.

ELEMENT 6.2:  The candidate applies current research-based knowledge, skills, and dispositions to exemplify professional leadership through participation in professional activities that focus on the issues that impact children of poverty.

ELEMENT 6.3:  The candidate applies current research-based knowledge, skills, and dispositions to advocate for children of poverty by creating and executing appropriate advocacy activities that illuminate needs and improve academic success.  (Clinical)