Course Number: Course Title

INTRODUCTION TO THE TEACHING PROFESSION

Term: &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; Fall 2010 - 1

Course Number: &= nbsp; &nbs= p; &= nbsp; 10200B Y

Instructor:&nbs= p; = &nb= sp; = Joi F. Patterson, Ph.D. and Colleagues

Office: <= /span> &= nbsp; &nbs= p; &= nbsp; &nbs= p; Room 537

Off= ice Phone: = &nb= sp; = 219-473-4293

E-mail: &nb= sp; &= nbsp; &nbs= p; &= nbsp; &nbs= p; jpa= tterson@ccsj.edu

Home Phone: (optional)

Office Hours: &n= bsp; = ; &n= bsp; = ; Call for appointments

Instructor Background: &= nbsp;

This is my tenth year as Director and Licensing Advisor of the Education Program at Calumet College of Joseph. I = also serve as an NCATE Board of Examiner, where I am responsible, along with a t= eam of other professional educators for evaluating and recommending the accreditation of higher education institutions. I serve on a number of state= , regional and local boards and committees with the obligation of improving education = for all students. I am also responsible for a new initiative Teach Like it’s an Emergency, which primarily provide professional development to pre-service and licensed teachers to help impro= ve P-16 learning throughout Northwest Indiana.

I began my career as a research microscopist but quickly realized that I had a passion and talent for teaching. My career in educat= ion began as a teacher to my own two children, and then as consultant for paren= ts who home schooled their children, later I officially joined the education profession as a bilingual science teacher then later an assistant principal= in one of the Chicago Public Schools. In 1998 moved to Arizona to advance my career as principal and adjunct professor. I relocated back to the mid-west n= ine years ago to be closer to family and again advance my career to work full-t= ime in Higher Education.

My continuous involvement in the P-12 community through scholarship, professional development and supervising stu= dent teachers keep me connected to the current trends, best practices and challe= nges that local schools encounter.

____________________________________= ___________________________

Course = Time: &= nbsp;

&= nbsp; &nbs= p; &= nbsp; Dates: &= nbsp; &nbs= p; August 23 – September 9, 2010

&= nbsp; &nbs= p; &= nbsp; Day Cohort &= nbsp; 8:00 - Noon

_______= ________________________________________________________<= /b>

Course Description:

This survey course introduces the teacher candidate to = the career of professional education. Te= acher candidates will engage in a variety of topics designed to acclimate them to= the college, the Education Department and the profession of education.

Teacher candidates must take and receive passing score= s on the state mandated certification exam:&nbs= p; Praxis I /PPST (math, reading, and writing).

____________________________________= _______________

Prerequisites: =

Teacher candidates must have success= fully completed at least 75% of general education courses

____________________________________= _________________________

Learning Outcomes/

&m= iddot;      =    Teacher candidates will have an opportunity to engage in a variety of professional education activities to assist in decision making of career goals and adjustments.

&m= iddot;      =    Teacher candidates will participate and receive a certificate for attending the VIR= TUS training that focus on keeping all children safe in the classroom and beyon= d.

&m= iddot;      =    Through attending a session on Social Justice, teacher candidates will learn the mission of the college and will apply socially just practices in the classr= oom and beyond.

&m= iddot;      =    Teacher candidates will be able to translate the Education Department’s Conceptual Framework into meaningful and practical context as it relates to their role as a teacher.

&m= iddot;      =    Teacher candidates will learn to retrieve assignments, engage in on-line discussion= and communicate via Blackboard.

&m= iddot;      =    Teacher candidates will be able to access library information, research materials a= nd use various resources in the Specter library to complete assignments and ch= eck out books.

&m= iddot;      =    Teacher candidates will attend seminar, reflect and value the importance of continu= ous professional growth.

&m= iddot;      =    Teacher candidates will take the practice Praxis exam and implement a curriculum st= udy plan to successfully complete the Praxis I exam.

&m= iddot;      =    Teacher candidates will be able to seek academic assistance through various resourc= es offered through the college.

&m= iddot;      =    Teacher candidates will be able to interpret the process of becoming a licensed tea= cher.

&m= iddot;      =    Teacher candidates will become familiar with the licensing rule in which they will = be certified.

____________________________________= ____________________________

Textbooks/Resources:

·         VIRTUS Workbook               $1.00 each – From the Education Office

·         Portable Portfolio Box     =               &= nbsp;   Purchase f= rom any office supply store

<= span style=3D'font-size:11.0pt;color:black;mso-bidi-font-weight:bold'> = ;

Assignments:

ASSIGNMENT

DATE<= /span>

POINTS

INTASC

Disposition Self-Ev= aluation

Folder

25

1=

Communication Self-Evaluation

Folder

25

6=

Observations or Workshop=

Folder

100

9=

Special Meeting/Event or Workshop

Folder

100

9,10

Tutoring

Folder

100

1,10

Criminal History Cl= earance

Folder

Required=

-=

Resume

Folder

Required=

9=

Library Tour <= /o:p>

Participation<= /o:p>

Required=

6=

Blackboard Training=

Participation<= /o:p>

Required=

6=

Praxis or Praxis Re= view

Participation<= /o:p>

Required=

1=

Portfolio Box<= /o:p>

Participation<= /o:p>

Required=

1-10

VIRTUS Training

Participation<= /o:p>

Required=

10

Social Justice

Participation<= /o:p>

Required=

2,3,10

Conceptual Framewor= k

Participation<= /o:p>

Required=

9,10

Career Preparation<= o:p>

Participation<= /o:p>

Required=

9=

Participation/Dispo= sition

On-Going=

100

1-10

Submission of Ass= ignments:

The final copies of all assignments are due on Monday,= February 8, 2010 when you report for class. Assignments should be placed in a plain manila folder (the kind used= in the portfolio box) in the following order:

*Disposition Self Evaluation

*Communication Self Evaluation

Observation Form(s) or Workshop agenda=

Observation Refection(s) or Workshop reflec= tion

Minute Meeting Form w/ evidence or Workshop Reflection with agenda <= o:p>

Tutoring Form (signed) or Workshop

Tutoring Reflection(s) or Workshop reflecti= on

Criminal History Clearance (on-line before = class ends)

*Resume

Copy of Field Experience Tracking Form (keep original yourself)

Don’t forget to= have your field experience tracking form signed.

Credit will be given = for all other assignments through your participation/attendance sheet

Day Cohort

8:00 – Noon

August/September

M

T

W

R

23

Int= roduction

Pat= terson

24

Career Pre= paration

Cheryl Pee= k

25

Praxis Preparation

Cheryl Davis

26

VIRTUS

Thomas Puplava

30

Praxis

Cheryl Davis

31
Conceptual Framework

Dr. Shields

1

BB/Library

Koslow/OBolye<= /o:p>

2

Portfolio = and Licensing

Patterson<= o:p>

6

Labor Day

7

Field Experience

8

Field Expe= rience

9

Field Experience

Rubric(s)

·         Communication Self-Evaluation<= /p>
·         Disposition Self-Evaluation

·         Portfolio Rubric

Field Experience

·         Tutoring &n= bsp;            = ;   6 hours

·         Observation = ;            &n= bsp;            2 hours

·         School Meeting/Event        2 hours

____________________________________= __________________________________

Grading Scale:

Grade

Points<= /o:p>

A

100-92

A-

91-90

B+

89-88

B

87-82

B-

81-80

C+

79-78

C

77-72

C-

71-70

D+

69-68

D

67-62

D-

61-60

F

59 and below

Attendance Policy:=

Intellectual growth a= nd success in college is reinforced through interaction in the classroom. Teacher candidates reach personal = goals and course outcomes through regular and prompt attendance. The Education Department’s accelerated classes are intense and rigorous and demand teacher candidate presence and participation. Therefore, if a teacher candidate is absent from a cohort class three = times, the teacher candidate will be academically withdrawn by the instructor on t= he third day. 25 Points will be deducted for each absence.

Center for Academic Excellence:

Tutoring assistance is free to all t= eacher candidates 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 teacher candidates who are struggling in a course or who are doing well and would l= ike to do better. Regular weekly tutoring sessions are likely to improve your grade.

Statement of Plagiarism:<= span style=3D'font-size:10.0pt;color:black'>

If an instructor or other Calumet Co= llege of St. Joseph personnel find that a teacher candidate has plagiarized or be= en 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 teacher candidate grievances.

Please note: Calumet College of St. Joseph subscribes to Turnitin.com and all papers can and may= be submitted for checks on plagiarism from the Internet/Electronic sources/Databases.

Citation Guidelines:

Calumet College of St. Joseph adhere= s 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), teacher candidates may withdraw from a cours= e in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal mu= st 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. Teacher candidates 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 accep= t or deny the request. If the request is honored, the teacher candidate will rec= eive notification of official withdrawal; if denied, the notification will indic= ate why the withdrawal is disallowed.

An official withdrawal is recorded a= s a "W" grade on the teacher candidate's transcript. Dropping a course without written permission automatically incurs an "F" grade for = the course (see Refund Schedule).

ASSIGNMENT	DATE<= /span>	POINTS	INTASC
Disposition Self-Ev= aluation	Folder	25	1=
Communication Self-Evaluation	Folder	25	6=
Observations or Workshop=	Folder	100	9=
Special Meeting/Event or Workshop	Folder	100	9,10
Tutoring	Folder	100	1,10
Criminal History Cl= earance	Folder	Required=	-=
Resume	Folder	Required=	9=
Library Tour <= /o:p>	Participation<= /o:p>	Required=	6=
Blackboard Training=	Participation<= /o:p>	Required=	6=
Praxis or Praxis Re= view	Participation<= /o:p>	Required=	1=
Portfolio Box<= /o:p>	Participation<= /o:p>	Required=	1-10
VIRTUS Training	Participation<= /o:p>	Required=	10
Social Justice	Participation<= /o:p>	Required=	2,3,10
Conceptual Framewor= k	Participation<= /o:p>	Required=	9,10
Career Preparation<= o:p>	Participation<= /o:p>	Required=	9=
Participation/Dispo= sition	On-Going=	100	1-10

Grade	Points<= /o:p>
A	100-92
A-	91-90
B+	89-88
B	87-82
B-	81-80
C+	79-78
C	77-72
C-	71-70
D+	69-68
D	67-62
D-	61-60
F	59 and below