Respecting the diverse gifts and culture of each student, the Education Program of Calumet College of St. Joseph prepares quality teacher candidates for the 21^st Century through a refining process, which ensures: (1) professional preparation; (2) continuous reflection; and (3) ongoing transformation. The Education Program promotes a multicultural community characterized by diversity, integrity, compassion and commitment.

Rooted in the Catholic tradition, the Education Program of Calumet College of St. Joseph: (1) values the dignity and worth of each teacher candidate; (2) shapes attitudes and values; (3) strives for social justice; (4) instills a sensitivity for the poor and the powerless; and (5) refines professional competency and scholarship in every teacher candidate. At Calumet College of St. Joseph we are committed to developing the natural abilities of our students, refining them into high quality professional educators.

The teacher candidate will examine and reflect on the application of psychology to a variety of situations encountered in teaching/learning situations. Topics include cognitive/language/ socio-emotional development of students, cultural diversity, assessment, learning objectives/strategies, pedagogy, learning environment components, and reflective teaching.

Course Goal: The teacher candidate will demonstrate his/her understanding and reflections about the following:

• influence of student’s development on the design, implementation and assessment of teaching/learning strategies in educational settings;
• preparation of a working professional portfolio with artifacts representative of the INTASC principles;
• design, implementation and assessment of teaching/learning strategies;
• impact of student cultural diversity on teaching/learning strategies;
• importance of multi-cultural education;
• teaching/learning and motivation theories;
• classroom management and monitoring strategies.

Santrock, John W. (2001) Educational Psychology. Boston: McGraw Hill.

Campbell, Dorothy M., et.al. (2001) How to Develop a Professional Portfolio. Needham Heights, MA: Allyn and Bacon.

Mackenzie, Robert J. (1996) Setting Limits in the Classroom. Rocklin, CA: Prima.

Palmer, Parker J. (1998) The Courage to Teach. San Francisco: Jossey-Bass.

Livsey, Rachel C. (1999) The Courage to Teach: A Guide for Reflection and Renewal. San Francisco: Jossey-Bass.

*The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

*The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

*The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.

*The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others…and who actively seeks out opportunities to grow professionally.

Each student will be graded using the following percentages:

25% Midterm

25% Final

30% Assignments

10% Class Participation

10% Class Attendance/Punctuality

A: 90 – 100% B: 80 – 89% C: 70 – 79% D: 60 – 69%

GRADES: Grades will be determined as follows: Assignments 75%

Discussion 10%

Final Exam 15%

The professional Education community has adopted the standards in the Publication Manual of the American Psychological Association, 4^th Edition, Washington, 1994. The professional standards described therein are those expected in the professional education community; as future professional educators, students of education also need to demonstrate in their writing the standards adopted by the professional education community. This publication is available in the bookstore and in the reference section of the Specker Library.

If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances.

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, Chicago Manual of Style or Turabian.). All of these guidelines are available in the Calumet College of St. Joseph library or bookstore. These texts outline how to cite references from a variety of sources, including electronic media.

After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. Written request for withdrawal must be received by the Registrar by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed. Note: Degree Completion Division (DCD) students should consult the DCD Student Handbook for information on DCD withdrawals.

An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a

course without written permission automatically incurs an "F" grade for the course (see

Refund Schedule).

There are no make-up quizzes and no make-up exams; these are given once. Assignments need to be completed as scheduled since one assignment builds on another. Late assignments incur a grade reduction. Please note the timetable for the deadline for late assignments. Quizzes and assignments are usually announced in advance and will typically cover readings assigned for class that day.

Class Participation can be difficult to assess. This course, therefore, will link ATTENDANCE to this area of evaluation. That is, if the students are in attendance for an entire class period, it will be assumed they are participating. Students are expected to be present and on time for all classes. Class interaction is invaluable – and cannot be "made-up" individually.

I will make every effort to contact you if a class is cancelled due to the unexpected absence of the instructor. In addition, an announcement will be posted on the Education Bulletin Board and the Classroom door.

As of the 1996 – 1997 academic year, the Education Program of Calumet College of St. Joseph requires student teachers to develop a professional portfolio as part of the student teaching course. This portfolio, however, should contain examples of professional development from various courses and activities. Projects connected with this course would make appropriate additions to such a portfolio.

Due date: January 17, 2001

Assignment #2: Observation

Due date: January 24, 2001

Assignment #3: Development

Due date: January 31, 2001

Assignment #4: Diverse Learners

Due date: February 14, 2001

Assignment #5: Teaching/Learning Theories

Due date: February 28, 2001

Assignment #6: Setting Limits

Due date: March 14, 2001

Assignment #7: Courage to Teach

Due date: March 28, 2001

Assignment #8: Professional Working Portfolio/Brochure

Due date: April 11, 2001

January 10, 2001

Topic: Educational Psychology, Best Practices, and Reflective Teaching

Text: Chapter 1

January 17, 2001

Topic: Developmental Theories

Text: Chapter 2

January 24, 2001

Topic: Contexts of Development

Text: Chapter 3

January 31, 2001

Topics: Student Characteristics, Portfolio Development

Text: Chapter 4

February 7, 2001

Topic: Cultural Diversity in the Classroom

Text: Chapter 5

February 14, 2001

Topic: Student Exceptionality

Text: Chapter 6

February 21, 2001

Topic: Teaching/Learning Approaches, Best Practices

Text: Chapters 7, 8 and 9

February 28, 2001

Topic: Teaching /Learning Approaches, Best Practices

Text: Chapters 7, 8 and 9

March 7, 2001

Topic: Learning Objectives and Technology

Text: Chapter 10

March 14, 2001

Topic: Motivation and Classroom Management

Text: Chapters 11 and 12

March 21, 2001

Topic: Assessment of Teaching/Learning

Text: Chapters 13 and 14

March 28, 2001

Topic: Assessment of Teaching/Learning

Text: Chapters 13 and 14

April 4, 2001

Topic: Best Practices and Reflective Teaching

April 11, 2001

Topic: Portfolio Brochure

April 18, 2001

Final

Interstate New Teacher Assessment and

Support Consortium (INTASC) Principles

CALUMET COLLEGE OF SAINT JOSEPH

EDUCATION PROGRAM MISSION, VISION, AND GOALS

Respecting the diverse gifts and culture of each student, the Education Program of Calumet College of St. Joseph prepares quality teacher candidates for the 21^st Century through a refining process, which ensures:

• professional preparation

The Education Program helps to create a multicultural community characterized by diversity, integrity, compassion, and commitment.

Rooted in the Catholic tradition, the Education Program of Calumet College of St. Joseph:

• values the dignity and worth of each student,

At Calumet College of St. Joseph we are committed to developing the natural abilities of our students, refining them into high quality professional educators.

As educators of the 21^st Century, teacher candidates who complete the Education Program at Calumet College of St. Joseph will be prepared to:

1. Demonstrate competency in core knowledge and skills essential to the various disciplines: English, mathematics, theology, philosophy, humanities, sciences, social sciences, and the fine arts.
2. Demonstrate competency as skilled, reflective teaching professionals, cognizant of their role in transforming self, students, and community.
3. Demonstrate knowledge of current standards (INTASC, NCTM, etc.) theories and theorists that establish the framework for educational methodology and pedagogy for a diverse student population.
4. Develop a deep respect for the values inherent in various religions, educational, and cultural traditions.
5. Develop a commitment to life-long spiritual and professional growth with an understanding of one’s own system of values and ethics.
6. Develop personal responsibility to transform society for the common good based on values and principles that insure social justice.
7. Demonstrate integration of reflection, analysis, evaluation, synthesis, and communication skills in problem solving situations.
8. Collaborate with community resources and services to provide quality educational experiences and opportunities to meet the future needs of all students.
9. Incorporate the best media and technology in planning, organizing, and assessing student needs.
10. Demonstrate professional skills and educational leadership to address evolving educational trends.