INTRODUCTION TO THE EDUCATION PROFESSION

Term: 2003-1

Course Number: 10200A

Instructor: Dr. Joi Patterson

Office: # 300

Office Phone: 219.473.4293

E-mail: jpatterson@ccsj.edu

Home Phone:

Office Hours: Call for Appointments

Course Time: Monday – Thursday: 8:00 - Noon

Course Description:

This survey course introduces the student to the theories and theorist, current issues in the Education profession, and pedagogy fundamental to the education profession. Students will become familiar with Dewey, Toffler, Bloom, Kohlberg, Brofenbrenner, and Gardner. Issues covered would include the role of technology, meeting the needs of a diverse student population, school policies and procedures.

Pedagogical strategies covered would include instructional methodology, effective teaching practices, planning, implementation and assessment. This course is also designed to screen perspective teacher candidates to the Education Program. Students must take and receive passing scores on the state mandated certification exam: PPST (math, reading, writing).

Prerequisites: General Education Courses

Learning Outcomes/ Competencies:

Students in this course will:

Study theories and theorist in education
Focus on current issues and pedagogy in the education profession
Observe instructional practices
Explore various educational settings in the school community
Complete procedures necessary for admission to the Education Program
Will consider current professional educational issues such as but not limited to: special education, inclusion, curriculum development, evaluation and alternative assessment practices, multicultural education, technology…
Will document and reflect on classroom observation experiences in a journal
Will generate a professional resource file
Will attend, document and reflect on special school meeting or events

Teacher Education Student will be able to implement appropriate projects, activities, and methodologies that will embrace and promote basic educational practices.

Textbooks:

Arends, Richard, Learning to Teach, Fifth Edition, McGraw Hill, New York, New York, 2000.

Assessment:

Lesson	Points	Due
Participation	100
Homework	100
Observation	50/50
Special Meeting/Event	50/50
Mini Research	50/50
Personal History	50
Criminal History Clearance	50
Resume	50
Tutoring	100
Library Tour	50
Blackboard Training	50
Portfolio Training	50
Portfolio Case	50
Praxis	100
Total	1050

Organized in a pocket portfolio

Grading Scale:

A: 92-100 A-: 90-91 B+: 88-89 B: 82-87 B-: 80-81 C+: 78-79

C: 72-77 C-: 70-71 D+: 68-69 D: 62-67 D-: 60-61 F: 59 & below

Course Outline:

Learning Objective/ Competencies:

(In accordance with Bloom’s Taxonomy)

The Scientific Basis for the Art of Teaching

Historical perspective on teaching
Nineteenth century role expectations
21^st century role expectations
The scientific approach to teaching
The art of teaching
Reflection and problem solving
Learning to teach

Planning

Perspective and rationale
Planning -traditional view
Planning –alternative view
Consequences for planning
Planning for the experienced teacher
Planning for the beginning teacher
Planning domains
The specifics of lesson planning

Time & Space

o Perspective and Rationale

o Research on time

o Research on space

o Using time and space effectively

Learning Environment and Motivation

Perspective and rationale
Classroom climate
Classroom properties
Classroom Processes
Classroom structures
Effects of classroom environment on student motivation
Effects of teacher behavior on students
Effects of students behavior on each other
Effects of students behavior on teacher

Multicultural and Mainstream Classrooms

Perspective and Rationale
Multicultural Education
Race & Ethnicity
Learning Styles
Gender
Physical Ability
Religion
Social Class
Language
Exceptionalities
Creating classrooms that are multicultural

Classroom Management

Preventive classroom management
Managing inappropriate and disruptive behavior
Exhibiting confidence and exerting influence
Assertive discipline
Rewards/Consequences
Contracts
Zero Tolerance

Assessment and Evaluation

Perspective & rationale
Effects of Grades on Students
Teacher Bias in Assessment and Grading
Importance of Grades and Parents
School wide use of standardized assessment
Standardized test
Diagnosing prior knowledge
Formative evaluation
Summative evaluation
Assessing and grading

Teaching Methodology

Direct Instruction
Cooperative Learning
Inquiry Teaching
Experiential Learning

School As A Workplace

Schools are social systems
Schools have history and cultures
School features
The nature of teacher’s work
Working with colleagues
Working with administration
Working with parents
Types of schools

The 1^st. Year of Teaching: Career Development and School Improvement

Concerns and problems of beginning teachers
Organizational socialization
The socialization of teachers
Beginning the school year
Getting off to a good start
Exhibiting professionalism

Portfolio:

As of the 1996-97 academic year, the Education Program of CCSJ is requiring teacher candidates to develop a professional portfolio prior to the student teaching course. This portfolio should contain examples of professional development from various courses and activities. Many of the projects connected with this course would make appropriate additions to such a portfolio.

Format for Written Assignments:

The professional Education and Psychology communities have adopted the standards delineated in the Publication Manual of the American Psychological Association. The current work is the Fourth Edition, 1994, available in the bookstore and the library. Plagiarism is a serious unprofessional practice. Please consult the CCSJ Student Handbook as well as the APA Publication Manual for a) a description of plagiarism and b) how to avoid it.

Interstate New Teacher Assessment and

Support Consortium (INTASC) Principles

The Ten INTASC principles are listed below. Specific standards for knowledges, dispositions, and performances accompany each principle, but space does not permit listing them below. For a complete copy of the INTASC standards, contact

Jean Miller, Director of INTASC, Suite 700, One Massachusetts Avenue NW, Washington DC 20001-1431.

Principle #1:

The teacher understands the central concepts, tools of inquiry, and the structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle #2:

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

Principle #3:

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

Principle #4:

The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Principle #5:

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.

Principal #6:

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Principle #7:

The teacher plans instruction based upon knowledge of subject matter, the community, and curriculum goals.

Principle #8:

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Principle #9:

The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle #10:

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Statement of Plagiarism:

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.

Withdrawal from Classes Policy:

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).

Class Participation:

Center for Academic Excellence:

Tutoring assistance is free to all students of Calumet College of St. Joseph. Call the Center for Academic Excellence (CAE), to make an appointment at 473-4287. The Center has experienced and well-trained tutors in most subject areas to help students who are struggling in a course or who are doing well and would like to do better. Regular weekly tutoring sessions are likely to improve your grade.

Statement of Plagiarism:

Citation Guidelines:

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, and 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.

Withdrawal from Classes Policy:

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. The Registrar must receive written request for withdrawal 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.

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).