NOTE: This is a model syllabus. It is intended to provide students and other interested individuals with the specific topics covered and the kinds of activities and assignments generally required for this course. The instructor has the discretion to adjust this syllabus each semester to fit instructional needs and concerns
Dr. Sharon Brickman
Office: Gary Hall
Phone: 574-1231
Email: sbrickman@usao.edu
Office Hours: M: 10-12; 3-4; W: 9-12; 3-4; TR: 12-3.
II. COURSE DESCRIPTION
Orientation to education/teaching, including survey of the historical development of education and current educational trends (2 hours credit).
This course is designed to assist prospective teachers in gaining an understanding of a career in education. The course should also help teacher candidates establish a foundation on which to build subsequent professional education philosophy. Examination of USAO’s Professional Education conceptual framework, The Liberal Arts Interdisciplinary Effective Teaching Model, along with USAO teacher education program steps and requirements are systematically explored and discussed in this course.
III. RATIONALE
In order to make an informed decision about a career in teaching, prospective teachers must fully understand the many aspects of the teaching profession, the complex role of the classroom teacher, and the array of issues associated with public education.
IV. COURSE OUTCOMES
A. The student will have an understanding of what is involved in a teaching career and the Effective Teaching Model.
B. The student will know the requirements and the procedures for completing the USAO Teacher Education Program and obtaining certification.
C. The student will have a foundation on which to build professional knowledge and a personal philosophy of education.
Kauchak, D. & Eggen, P. (2006). Introduction to Teaching – Becoming a Professional. Columbus, Ohio: Pearson/Merrill Prentice Hall.
Division of Education (2006). Handbook for Teacher Education, Chickasha, Oklahoma: University of Science and Arts of Oklahoma.
Division of Education (2006). Professional Portfolio Handbook, Chickasha, Oklahoma: University of Science and Arts of Oklahoma.
USAO Teacher Education Homepage (www.usao.edu). For relevant information, click “Academics”.
Then under “types of Study Available,” click “Teacher Education Program.”
The course will meet two times per week, either a MW or a TR schedule, during the spring trimester beginning Jan. 8, 2007. These meetings will be used for class discussion, lectures, guest speakers, student presentations, and other class activities. Class sessions, activities and topics are not usually “out of the text” but text reading is essential to success in the class.
VII. CONTRIBUTIONS TO PROGRAM COMPETENCIES:
1. State Department of Education Professional Education Competencies
2. The teacher understands how students learn and develop, and can provide learning opportunities that support their intellectual, social and physical development at all grade levels including early childhood, elementary, middle level, and secondary.
3. The teacher understands that students vary in their approaches to learning and creates intellectual opportunities that are adaptable to individual differences of learners.
4. The teacher understands and uses a variety of instructional strategies to encourage students-development and critical thinking, problem solving, and performance skills and effective use of technology.
5. The teacher uses best practices related to motivation and behavior to create learning environments that encourage positive social interaction, self-motivation and active engagement in learning, thus, providing opportunities for success.
6. The teacher develops knowledge of and uses a variety of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students’ abilities and differences, the community, and adapts instruction based upon assessment and reflection.
8. The teacher understands and uses a variety of assessment strategies to evaluate and modify the teaching/learning process ensuring the continuous intellectual, social, and physical development of the learner.
9. The teacher evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth.
10. The teacher fosters positive interaction with school colleagues, parents/families, and organizations in the community to actively engage them in support of students’ learning and well-being.
12. The teacher understands the process of continuous lifelong learning, the concept of making learning enjoyable, and the need for a willingness to change when the change leads to greater student learning and development.
13. The teacher understands the legal aspects of teaching including the rights of students and parents/families, as well as the legal rights and responsibilities of the teacher.
14. The teacher understands the Oklahoma core curriculum and is able to develop instructional strategies/plans based on Priority Academic Student Skills (PASS).
15. The teacher understands the State teacher evaluation process, “Oklahoma Criteria for Effective Teaching Performance,” and how to incorporate these criteria in designing a instructional strategies.
A. Assists the candidate to examine the different facets of the teaching profession in order to make an informed decision on a teaching career.
B. Assists the candidate in understanding the broad range of cultural diversity that exists in society.
C. Assists the candidate to examine predominant educational philosophies and their historical development.
D. Allows the candidate to examine public school organization.
E. Assists in developing a professional attitude toward the teaching profession.
F. Assists the candidate to describe the characteristics of effective instruction, effective teachers, and effective schools.
G. Allows the candidate to identify the legal and ethical considerations of school personnel.
After successful completion of course readings and assignments, the candidate should be able to:
A. Select and discuss contributions of American education which are generally recognized as having significant impact upon the development of the United States.
B. Identify and discuss some of the major problems and challenges that educators may face in meeting future educational needs.
C. Recognize some positive and negative aspects of teaching a s a career.
D. Identify some of the likely frustrations and problems of day-to-day classroom teaching and the potential satisfactions of teaching.
E. List some of the reasons people decide to become teachers and some of the reasons people leave teaching.
F. Become aware of the changing role of the teacher.
G. Recognize the essentials of “Effective Schools” research.
H. Identify personal characteristics needed for effective teaching.
I. Identify, define, and discuss components of teacher education programs and the certification process.
J. Identify alternative careers in education.
K. Compare and contrast the candidate’s personal viewpoint of a teaching career and their opinion of the current public viewpoint of teaching as a career.
L. Identify and discuss the roles and impact other societal groups have on teaching.
M. Describe USAO’s conceptual framework for the Teacher Education Program.
N. Become familiar with USAO’s Professional Portfolio process.
Each student is expected attend each class, prepare for each class by reading assignments assigned by the faculty, complete all class assignments on time, participate in class discussions, and share current event information and news relative to education in Oklahoma and the United States.
Specifically the assignments are:
A. Take three exams
B. Prepare a short paper (abstract) over a chosen topic.
C. Write a reflection over the abstract for a Portfolio competency.
D. Write a Professional Dispositions paper.
E. Prepare and present a team project, including a short paper over the topic.
F. Write a reflection over the presentation for a Portfolio competency.
G. Write a beginning Educational Philosophy paper.
The following specific factors will be considered in assigning grades:
A. The instructor’s judgment of the student’s work, both oral and written, in terms of quality of scholarship and depth of understanding.
B. Scores on three exams, 100 points x 3 300 points
C. Two portfolio reflections @ 25 points each 50
D. Dispositions paper 25
E. Team project and presentation 25
F. Short paper over legal/ethical issue in education 25
G. Beginning educational philosophy paper 25
H. Professional points 50
TOTAL 500
I. Grading Scale: 90 to 100% = A
80 to 89% = B 60 to 69% = D
70 to 79% = C below 60% = F
NOTE: As will all professional education courses, you must have a grade of “C” or better to meet program requirements.
Successful teacher candidates and effective teachers are committed to fulfilling responsibilities they have accepted. Efficient time management and dedication to excellence are keys to success.
A. Professionalism. Students are expected to be organized and professional enough to:
1) come to class prepared and on time.
Attendance will be a factor in determining the student’s final grade for the course. Students who are not attending
class regularly should officially drop the course before the last day to withdraw without receiving a WF. Five or
more absences will result in a grade of “F.”
Students who are tardy are responsible for talking with the instructor at the end of class on the day of
the tardy to be sure attendance is credited.
2) complete and turn in assignments as indicated by the course calendar.
(Assignments handed in late will receive only partial credit) No late work will be accepted after 1 week of the
due date.
3) take tests at the scheduled time.
Make-up exams will only be given when arrangements have been made PRIOR to the scheduled testing
date. Expect make-up tests to be in a different format then the original exam.
B. Plagiarism/Cheating Policy: Students are expected to maintain high standards of academic integrity. Any student who engages in any form of academic dishonesty will be assigned a failing grade and reported to the vice president for academic affairs. Academic dishonesty includes but is not limited to plagiarism, fabrication, cheating, and forgery or alteration of documents (see the student handbook for definitions and descriptions of each of these).
C. Americans With Disabilities Statement: Any student needing academic accommodations for a physical, mental or learning disability should notify student services and the course instructor within the first two weeks of the semester so that appropriate accommodations can be arranged.
XIII. TENTATIVE COURSE CALENDAR
Date Topic Related Readings
Jan. 8/9 Welcome – Introduction to Course Syllabus
10/11 The Focus of Teaching: The Student Ch. 1 p. 1-30
15/16 Reflective Teaching Ch. 1 30-61
(Sign-up for abstract topic)
17/18 Ch. 2
22/23 Writing an Analytic Paper Notes
Scholarly resources/databases
24/25 Professional Aspects of Teaching Ch. 2, notes
Abstract assignment due today
29/30 Becoming a Professional Ch. 13
31/Feb. 1 Certification Process Teacher Ed. Handbook
5/6 USAO Teacher Ed. Requirements
Prof. Portfolio Handbook
7/8 Exam I (1,2,13 and TE Handbook)
12/13 Your Professional Portfolio Dr. McElroy
USAO’s Process Prof. Portfolio Handbook
14/15 Effective Schools, Effective Teaching Ch. 7, Ch. 11
First Artifact, Reflection over Abstract due
19/20 Professional Dispositions Portfolio Handbook
(Draw for team projects)
21/22 Accountability, PASS and the Handouts, notes
Oklahoma Minimum Criteria
26/27 Educational Antecedents Ch. 5
Dispositions Paper Due Today
28/Mar. 1 History of School Organizations Ch. 5
5/6 The Modern Era
7/8 Exam II (Ch. 5,7,11, TE and Prof. Portfolio Handbooks)
12/13 Team Project Presentations Ch. 9
14/15 Team Project Presentations Ch. 9
26/27 Team Project Presentations Ch. 9
28/29 Guest Speaker
Paper over legal/ethical issue due today Ch. 8
Apr. 2/3 Educational Philosophies Ch. 6
Second Artifact and Reflection due today
4/5 Your Philosophy of Education Ch. 6
9/10 School Financial Support Ch. 8
Philosophy paper due
11/12 Topics of Interest/Review for Final
16 Review for Final
Chapters 6, 8, and 9 and notes
FINAL EXAM SCHEDULE
April 17 TTH class 3-4:30 PM
April 19 MW class 1-2:30 PM