The World Needs Visionaries

Claflin University School of Education Fall 2013

Course Number/Name: Class Time: Class Location: Instructor: Contact Information: Office Hours: EDUC 104: Introduction to Education Mondays, Wednesdays, & Fridays,12:00pm 12:50pm (and 20 hours of field experience) 122 Bowen Hall Mrs. Michiko McClary mmcclary@claflin.edu, 803-535-5286, 105 Bowen Hall MW 9:00am 11:00am TR 1:00 pm 3:00 pm F by appointment only Additional Appointments available upon request

To access this course on Blackboard, visit http://blackboard.claflin.edu/

Required Textbooks Required Materials: Spring, J. (2012) American Education, 15th edition. New York: McGraw-Hill Course Description This course is designed to study the American school system with emphasis on current trends and issues, the development of teaching as a profession, its organization, governance, financial structure, and history. The course represents the beginning course in the program of study for teacher education majors. Field experience is required. Course Purpose This course introduces pre-service teachers to the teaching profession by developing a professional knowledge base about the nature and origin of schools in America. The course will examine various educational practices, including effective schools, learning styles among diverse populations, socioeconomic impact on schools, factors motivating teachers, organizational structure of school districts, and legal issues facing schools. The focus will provide the pre-service teacher with the opportunity to develop an understanding of the profession through a variety of methods including minilectures, small group discussion, philosophical development, critical thinking exercises, a portfolio, and school observations. In all, this course is intended to assist the prospective pre-service teacher in realizing the role of the teacher in the education system. Course Overview The pre-service teachers will gain an understanding of at least four important attributes of a beginning teacher: (1) personal qualities, professional characteristics, and ethical standards; (2) a knowledge base; (3) a repertoire of experiences and resources; and (4) self-reflection and a sense of lifelong learning. Through assignments, field experiences, and in-class activities, pre-service teachers will gain a greater appreciation of the rewards and challenges of teaching.

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Upon the successful completion of this course, the candidate will be able to: Student Learning Outcomes Course Assessment 1 Demonstrate professional knowledge critical to field of education. (Teacher as Leader) Knowledge Objectives: Summarize the roles and interrelationship of Mid-Term governments in American education Analyze how various forces help shape the Quiz 1 purposes of education in our society. Explain the reasons and viewpoints for Quiz 2 standardized testing and performance assessment Identify the characteristics of successful teachers Famous Educator Describe the specific role of the teacher as a Project and classroom leader Reflection 3 Outline the pathway to teacher certification in S.C. Reflection 2 Final 2 Demonstrate content knowledge essential for teachers, provide evidence, and reflect on their experiences in order to make changes. (Teacher as Reflective Practitioner) Skills Objectives Develop a portfolio E-Portfolio Research a current issue in the field of education Critique Reflect on a variety of professional experiences Reflection 1-4 Participate in small group assignments Lesson Planning Discuss educational issues Class Discussions 3

Relevant Standard(s)*

CF6, 20 CF6, 20 CF6, In6, APS3 CF 8-14, In8, APS4-9 CF 8-14, In8, APS4-9 CF1, In9; APS10;

CF2, 4, 8-14 CF5, 8-14 CF5, 8-14; In9 CF21, In10, APS10 CF1-7

Pre-service teacher will demonstrate attitudes, habits, and/or behaviors representative of a beginning professional educator. (Teacher as Moral Service Provider) Dispositions objectives Demonstrate appropriate professional/ethical behavior Field Experience CF15-21 for a teacher Class Discussions CF5, 18 Value the discussion of controversial issues in the classroom Field Experience Appreciate school partnerships with parents, CF3, 18, 19,21, APS10 businesses, civic groups and other agencies Field Experience Develop and maintain a positive attitude about CF2, 19, In2, APS8 students Reflection 4 Express a positive attitude toward teaching as an CF15,18; In10, legitimate profession APS 10 Reflection 4 Value professional memberships and affiliations CF21, In10, APS 10 Key: CF= Claflin University School of Education Conceptual Framework In= InTASC standards APS= ADEPT Performance Standards *A listing of the standards is found at the end of this syllabus. A complete list of CF Competencies will be provided.

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CLASS ATTENDANCE Students are expected to attend all classes for which they are registered for the duration of each class session. Students may be allowed as many unexcused absences as hours a course meets weekly. The maximum number of excused absences is at the discretion of each instructor. Unexcused absences on the days immediately preceding or following a holiday are counted as double absences. Excessive absences are reported during each grade reporting period by instructors in the database provided through MyClaflin. Students may obtain official university excuses for absences from the Office of Student Development and Services or other designated campus officials. After students obtain signatures from the appropriate course instructors, all excuses must be returned to the Office of Student Development and Services. Students who may miss classes while representing the university in an official capacity are exempt from regulations governing absences only to the extent that their excessive absences result from the performance of such university business or affairs. Absence from class for any reason does not relieve the student from responsibility for any class assignments that may be missed during the period of absence. EARLY ALERT STATEMENT The Claflin University Early Alert Program is designed to assist you with your academic success. Should your instructor determine that you need additional help, you will be referred to the Academic Success Center. The Academic Success Center will assist you in successfully completing the course.

DISABILITY STATEMENT Assurance Statement Claflin University adheres to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations for individuals with disabilities. Individuals with disabilities should register with Disability Services and contact their instructor(s) in a timely manner to arrange for appropriate accommodations. If you need accommodations in this class related to a disability, please make an appointment as soon as possible. The ADA Student Services Coordinator is Mrs. Sadie Jarvis. She can be reached at sdjarvis@claflin.edu, (803) 535-5285, or in the Student Center. CODE OF HONOR POLICY STATEMENT REFERENCE: CLAFLIN UNIVERSITY CODE OF HONOR (Final Revision: 5/14/07) Claflin University prohibits all forms of academic or scholarly dishonesty, including written or oral examinations, term and research papers or theses, modes of creative expression, and computer-based work. Scholarly dishonesty includes lying, cheating, plagiarism, collusion, and the falsification or misrepresentation of experimental data. (For social behavior, see Claflin University Student Handbook: Code of Conduct and Code of Ethics).

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ALL STUDENTS ARE REQUIRED TO TAKE THE FOLLOWING CODE OF HONOR PLEDGE In my enrollment at Claflin University, I do hereby solemnly pledge that I will adhere to the Code of Honor. As a Claflin University Student, I do solemnly pledge to uphold the integrity of Claflin University. I will not participate in nor tolerate dishonesty in any academic endeavor. CODE OF HONOR DEFINITION OF VIOLATIONS 1. Academic Dishonesty This includes any other act (not specifically covered in previous provisions) that compromises the integrity of a student or intrudes on, violates, or disturbs the academic environment of the University Community. Examples include attempting or agreeing to commit, or assisting or facilitating the commission of, any scholastic dishonesty, failing to appear or testify without good cause when requested by the Council for the Code of Honor, failing to keep information about cases confidential, supplying false information to the Council for the Code of Honor and accusing a student of a violation of this Code in bad faith. 2. Cheating This act implies intent to deceive. It includes all actions, electronic or other devices and deceptions used in the attempt to commit this act. Examples include, but are not limited to, copying answers from another students exam and using a cheat sheet or crib notes in an exam. 3. Collusion This is the act of working together on an academic undertaking for which a student is individually responsible. Examples include, but are not limited to, sharing information in labs that are to be done individually. 4. Plagiarism Plagiarism is representing the words or ideas of someone else as ones own. Examples include, but are not limited to, failing to properly cite direct quotes, the false utilization of copyrighted material and the failure to give credit for someone elses ideas. SANCTIONS All proven cases of academic dishonesty shall be penalized as appropriate under the circumstances. The imposition of any sanction will include a statement of reasons supporting its severity. Recommendation of sanctions for cases of proven dishonesty will be forwarded by the Council for the Code of Honor to the Vice President for Academic Affairs. All proven cases of academic dishonesty will result in a grade of XF which shall remain on the students transcript for a minimum of two years. After two years, the student may petition the Vice President for Academic Affairs to have the X removed; however, the F will remain. Other sanctions may include but are not limited to: A defined period of probation or suspension with or without the attachment of conditions; The withdrawal of University funding; Expulsion from the University. Expectations for Professionalism You are expected to exhibit professional conduct at all times. This refers to, but is not limited to class time, field experience, and other professional activities. Please remember that professional conduct includes behavior, attitude, and dress. During class, field, and professional experiences, cellular phones, pagers, and other communication devices should be turned OFF and stored out of sight. Accepting or delivering phone calls, messages, photos, etc. is both unprofessional and unacceptable.

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You are expected to conform to all the policies of Claflin University, including the Code of Honor. If you have not read this policy, please do so. It can be accessed at http://www.claflin.edu/AboutUs/ClaflinCode.html Statement of Use of Photographic and Video Images Throughout the semester I may photograph, video, or otherwise record course activities and experiences. These images may be used in course or course-related presentations. These images may also be used in my professional portfolio to document my instructional practices, interactions with students, etc. Items to be included in my portfolio will be selected to emphasize my pedagogy, not your progress, participation, etc. If you object to being included in my portfolio, please submit a signed note to me as soon as possible. Your refusal or consent will have no impact on your course grade. Course Requirements I do not give grades of Incomplete (I) except in extremely unusual circumstances. It is up to you to plan accordingly and finish all work during the scope of this semester. Assignments are due at the beginning of class on the dates indicated below. Be sure to turn in each assignment in its entirety. Additional components will not be accepted after the assignment has been collected. Late submissions will lose 10% of the total possible points each day they are late. After three days, late assignments will NOT be accepted. Unless otherwise indicated, all assignments are to be typewritten and labeled with your name, date, course name/number, and assignment title. You are responsible for appropriately stapling or binding your work before turning it in. Blackboard, an online course management system, will be used in this course. You will be expected to check Blackboard on a daily basis for updates, announcements, and documents. Your grades will also be posted on Blackboard to assist you in keeping track of your progress in the course. 1) Professional Commitment (15 points) To demonstrate professional commitment, you must demonstrate professional conduct at all times. This includes: Participating respectfully in all class activities. (Points will be deducted as needed.) Being prepared and fully present for all class activities. (Points will be deduced as needed.) Regular, on-time attendance. Please refer to Claflins policy on class attendance in the student handbook). When possible, be sure to notify me by email or phone prior to any class you must miss. You will lose 5 points for each unexcused absence that violates Claflins attendance policy. Use of a cell phone during class period is unacceptable. (Point deduction as needed.) Read and study before coming to class. Remember to bring your syllabus and the appropriate materials to each class. Point deductions will occur at the end of the semester and will be reflected in your final grade. 2) E-Reflections (15 points) (Thinking this could be electronic- maybe a blog) Claflin University School of Education Conceptual Framework Reflection (5 points) Due: 8/23 Review and Reflect on each of the domains and competencies of the Claflin School of Education Conceptual Framework. Select one domain and discuss the actions and Group Dynamics Reflection (5 points) Due: 9/25

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Each student is to assess the each group member on Professionalism, Collegiality, and Leadership Letter to a Teacher (5 points) Due: 10/16 Choose one memorable teacher from your schooling and write a letter to that teacher. Include a description of what you remember about this teacher. Describe what makes him/her memorable as well as, any key events that may have occurred while in class. Explain, from your perspective, what made this person such a great and effective teacher The Teaching Profession Reflection (5 points) Due: 11/25 - To be included in the portfolio scoring 3) Quizzes (40 points at 20 each) Due: 9/11 and 11/4 Quizzes will cover course content/experiences from the chapters covered and class discussions. Each quiz will consist of a variety of test items. 4) Mid Term (20 points) Due: 10/14 The midterm examination will cover course content/experiences from the first day of class through the class meeting prior to the exam. The exam will consist of a variety of test items. 5) Field Experience Form (20 points) Due: 11/15 Field Experience (FE) -Level One is a co-requisite of the introductory courses in education. Prospective candidates observe the behavior of students and teachers. The FE sites will be assigned by the Office of Field and Clinical Experiences. The application for FE is located in this packet and should be completed and returned to the professor at the end of the second class period. The School of Educations standard for dress and personal appearance encourages students to dress professionally. Hats, facial piercings, baggy clothing, etc. are distracting and should be avoided. The FE will also be documented in the Professional e-portfolio. 6) Famous Educator Project (20 points) Due: 11/11 You will be expected to select one educator from the list provided and develop a PowerPoint presentation that creatively represents that educator. Your presentations format should bear meaning that is unique to the particular educator you selected. Using multiple reputable resources, research the life of the educator and include detailed information about his/her: childhood, education, work experience, and significant achievements/contributions to the field of education. All references must be cited using APA style. Prepare to make a brief presentation (10mins) to the class on this project. Dress professionally for presentation. See the end of the syllabus for the listing of educators and rubric used to score power-point and presentation. Note: It is your responsibility to apply for a field placement. Failure to do so will have a negative impact on your ability to successfully complete the field experience requirements. This will impact your course grade. 7) Professional e-Portfolio (40 points) Due: 11/25 During the course of the semester, you will be participating in experiences that are important in your development as a professional educator. The portfolio will be created using Weebly.com. Artifacts that must be included in your e-portfolio include the following: 1. Introduction Page (5 points) This page should serve as a brief introduction to students, parents, or a prospective educator. You may want to share a bit about your background,

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personal interests, and the type of educator you aspire to become. Points will be awarded based on professionalism with regard to content and presentation. The page should be error free and all graphics should relevant and appropriate. 2. Field Experience Descriptive Narrative (35 points) two pages in length Describe the location, condition, and appearance of the school to which you have been assigned. Be sure to discuss the neighborhood and town. Also include the demographics of the school. Describe the location, condition, and appearance of the classroom to which you have been assigned. Be sure to include work, storage, display, and other areas in the classroom Include a labeled diagram (may be hand-drawn) and/or photographs of the classroom (do NOT photograph students, faculty, or staff). Indicate the numbers of boys and girls, as well as the racial/ethnic diversity in the classroom. Discuss the academic status of the school as indicated by the most recent School Report Card or Grade. Based on your observations, provide a brief assessment of whether you believe the report Card is a true reflection of the quality of the school and support your answer. Report your general observations during the field experience. Highlight any ah- ha moments or insights related to at least one of the educational issues discussed in class, student/teacher interactions, or student/student interactions. Discuss your perception of the strengths and weaknesses of the learning environment in your FE assignment and be sure to include evidence to support your perceptions. Include a scanned copy of the FE evaluation and time sheets completed by your mentor teacher. Refer to handout from instructor for additional materials to be included. Your Field Experience e-Portfolio should be submitted on a CD with files that are clearly labeled. 8) Final Examination and Praxis I Research (30 points) Due: 12/6 The final exam will cover course content/experiences from the first day of class through the last day of class; that is, the final exam is cumulative and will consist of a variety of item types. Education majors enrolled in this course should take the Praxis I examination, if not exempted based on SAT or ACT scores. A one page summary examining the exam and its components Written evidence that the examination has been taken must be provided before points are awarded. Log on to www.ets.org for test dates. Non-education majors see the instructor.

Grading Scale (Maximum Points: (200) Grade Percent Points A 90-100 180-200 B+ 85-89 170-179 B 80-84 160-169
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Tentative Course Schedule

Week 1 Date 8/19 8/21 8/23 8/26 8/28 8/30 9/2 Activity Introductions and Syllabus Conceptual Framework Analysis SOE Handbook Historical and Political Context Historical and Political Context Historical and Political Context NO CLASS Assignments and Readings

Reflection #1 Due Spring, Chapter 1 Field Experience Application Due

3 Labor Day Holiday

9/4 9/6 9/9 9/11 9/13

Social Goals of Public Education Social Goals of Public Education Economic Goals of Public Education Economic Goals of Public Education Educational Film Analysis

Spring Chapters 2, 4

Quiz #1

5 Early warning

9 Midterm

9/16 9/18 9/20 9/23 9/25 9/27 9/30 10/2 10/4 10/7 10/9 10/11 10/14 10/16 10/18

Current and Emerging Issues in Education Equality Current and Emerging Issues in Education Assessment Current and Emerging Issues in Education Diversity Current and Emerging Issues in Education Diversity Current and Emerging Issues in Education Legal Educational Research Educational Research Educational Research Educational Research Educational Research Educational Research Educational Research

Spring, Chapters 3, 5

Spring, Chapters 6, 7 Reflection # 2 Due APA Introduction and Exercise Media Services Exercise Article Critique Due Reading Day Educational Film Analysis

Teacher Effectiveness Teacher Effectiveness NO CLASS Famous Educator Project Famous Educator Project School Governance and Politics Class Meeting School Governance National, State, Local Quiz #2 Chapters 7, 8 and 9 Curriculum, Standards, and Assessment: Lesson Planning Instructional Technology Presentation Famous Educator Lessons Famous Educator Lessons Famous Educator Lessons Famous Educator Lessons Famous Educator Lessons

Reflection #3 Due

10 Fall Break

10/21 10/23 10/25 10/28 10/30 11/1 11/4 11/6 11/8 11/11 11/13 11/15 11/18 11/20

Presentations Presentations Spring, Chapter 9 Debate Spring 8 Assessment Famous Educator and Partner Selections Due Reflection #3 Due Presentations Presentations Presentations Field Experience Forms Due November 15, 2013 Presentations Presentations

11

12

13 Homecoming

14

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11/22 11/25 11/27 11/29 12/2 12/4 Finals TBA Famous Educator Lessons The Teaching Profession NO CLASS NO CLASS Review for Final Exam Reading Day Final Exam Presentations

15 Thanksgiving Holiday Thanksgiving Holiday 16

Tips for Success: Start early Plan and organize time and materials, Ask questions when you dont understand Pay attention to details, Edit, edit, edit Tentative Course Outline

PowerPoint Rubric
CATEGORY Sequencing of Information 4 Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide. 3 Most information is organized in a clear, logical way. One slide or item of information seems out of place. 2 Some information is logically sequenced. An occasional slide or item of information seems out of 1 There is no clear plan for the organization of information.

TOTAL

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place.

Content Accuracy

All content throughout the presentation is accurate. There are no factual errors. All graphics are attractive (size and colors) and support the theme/content of the presentation. Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic. Presentation has no misspellings or grammatical errors.

Most of the content is accurate but there is one piece of information that is in accurate. A few graphics are not attractive but all support the theme/content of the presentation. Background does not detract from text or other graphics. Choice of background is consistent from card to card.

The content is generally accurate, but one piece of information is clearly flawed or inaccurate. All graphics are attractive but a few do not seem to support the theme/content of the presentation. Background does not detract from text or other graphics.

Content is typically confusing or contains more than one factual error. Several graphics are unattractive AND detract from the content of the presentation. Background makes it difficult to see text or competes with other graphics on the page.

Use of Graphics

Background

Spelling and Grammar

Presentation has 1-2 misspellings, but no grammatical errors.

Presentation has 1-2 grammatical errors but no misspellings.

Presentation has more than 2 grammatical and/or spelling errors.

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Article Review Rubric

CATEGORY 3 points Mechanics 2 points 1 points 0 points

No grammatical, Almost no A few grammatical Many grammatical, spelling or grammatical, spelling or spelling, or punctuation errors. spelling or punctuation errors. punctuation errors. punctuation errors Information clearly relates to the main topic. It includes 3 or more supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information is organized with well-constructed paragraphs. Contains a summary, support or disagreement and how it can be applied in the classroom. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic.

Quality of Information

Organization Information is very organized with well-constructed paragraphs and subheadings. Amount of Information (containing all three parts, summary, rebuttal and how to apply to the classroom) Contains a complete summary of the article, paragraph of agreement or disagreement and how it can be applied in the classroom.

Information is The information organized, but appears to be paragraphs are not disorganized. well-constructed. Contains two of One or more the three areas topics were not needed to properly addressed. review the article yet they are complete.

Sources All sources (APA format) (information and graphics) are accurately documented in the desired format. Points:
Modified from www.CSUB.EDU

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources Some sources are (information and not accurately graphics) are documented. accurately documented, but many are not in the desired format.

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School of Educations Conceptual Framework (SOE CF) Domain I: Teacher as Leader Domain II: Teacher as Reflective Practitioner Domain III: Teacher as Moral Service Provider South Carolinas ADEPT Performance System (APS) APS 1: Long-range planning APS 2: Short-range planning of Instruction APS 3: Planning assessments and using data APS 4: Establishing and maintaining high expectations for learners APS 5: Using instructional strategies to facilitate learning APS 6: Providing content for learners APS 7: Monitoring, assessing, and enhancing learning APS 8: Maintaining an environment that promotes learning APS 9: Managing the classroom APS 10: Fulfilling professional responsibilities South Carolinas Education and Economic Development Act (EEDA) Standard 1: Career Guidance Process Standard 2: Curriculum framework for career clusters of study and IGP Standard 3: Career Guidance Model Standard 4: Character education Standard 5: Contextual teaching Standard 6: Cooperative learning Standard 6: Assessment Standard 7: Learning style Standard 7: Planning for Instruction Standard 8: Instructional Strategies Standard 9: Professional Learning and Ethical Practice Standard 10: Leadership and Collaboration Interstate New Teacher Assessment and Support Consortium (InTASC) Standard 1: Learner Development Standard 2: Learning Differences Standard 3: Learning Environments Standard 4: Content Knowledge Standard 5: Application of Content Apply valid reasoning processes to solve problems Prepared to practice social, moral, environmental, and ethical responsibility Understanding of concepts of specific discipline Demonstrate vision, courage, character, humility, and confidence Claflin Universitys Expected Student Outcomes (CUESO) Think critically and communicate effectively Demonstrate knowledge of science and technology Knowledge of history, civilization, and culture

Note: The complete SOE CF with each of the competencies will be provided in class.

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