COURSE SYLLABUS

Foundations in Education EDU 250 Section 01 Roxanne Stansbury Instructor Information Semester: Summer 2011 Day/Time: Online Credit: 3 Office Hours: Upon request during summer semester Telephone/Email: 702-992-2525 Roxanne.stansbury@nsc.nevada.edu

Course Description The NSC Catalog describes this course as follows: A foundations course in education and introduction to the philosophy, history, and sociology of modern education. Emphasis is placed on current trends in education. Five hours of field experiences are required with this course. These hours will be completed through video observations. Course Materials Required Text: No text book required Suggested Reading: Enhancing Professional Practice A Framework for Teaching Author: Charlotte Danielson Publisher: ASCD, 2007 ISBN: 978-1-4166-0517 Course Objectives Upon successful completion of the course, students will demonstrate knowledge and skills relative to: Define and use terminology commonly used within educational settings. (Domain 1) Explain multiple learning and teaching theories. (Domain 1) Identify the political, social, and cultural issues related to education. (Domain 1) Develop an educational teaching philosophy.(Domain 2) Recognize the importance of setting and achieving both professional and personal goals throughout their teaching career. (Domain 4)

Gain experiences in education that will help them set and achieve personal and professional goals in preparation for classroom teaching. (Domain 4) Understand and apply Charlotte Danielsons Framework for Teaching, Domains 1-4.

Upon successful completion of the course, students will be introduced to the following skills and concepts: Critique a sequential lesson plan that demonstrates knowledge of the learning process. (Domain 1) Identify characteristics of effective classroom management. (Domain 2) Use observations of secondary school culture, students needs, student diversity, and teaching techniques to further develop their educational philosophy. (Domain 2) Use class materials and assignments as supporting documents in their professional portfolio (Domain 4).

Course Activities and Evaluation Course Participation Participation is an important part of this course. Each week, your discussion postings will be graded using the 20 point rubric below. Your responses will be graded based on timeliness and depth of content. It is important to post early in the week to maintain an ongoing dialogue of the assigned topics. This is a condensed course, so frequent participation is expected. All modules and discussion links will be available from Sunday to Saturday at midnight.
Objective/Criteria Performance Indicators Excellent Timely (4 points) The response is posted within a day or two of the original posting, and during the current session which allows for further discussion to take place about the posting. (4 points) The response is related to the content of the original message(s). It makes a point by focusing on specific issues that strike the learner as important. Good (3 points) The response is posted several days after the assignment posting or midweek. Fair (2 points) The response is posted too near the end of the session to allow for further discussion, or responses are posted quickly &/or frequently enough to risk putting pressure on others. (2 points) The response doesn't make a clear connection to earlier responses, but has a specific point to make. Unsatisfactory (1 points) The response is posted after the end of the session so no one is likely to read it.

Relevant and Specific

(3 points) The response is related to earlier message(s) but the point being made is somewhat vague.

(1 points) The point of the response and the connection between it and earlier posting(s) is unclear.

Objective/Criteria

Performance Indicators Excellent Good (3 points) The response includes requests for clarification or more information, but doesn't extend thinking by wondering, probing, disagreeing, considering other points of view, etc. (3 points) The tone of the response is neutral. Fair (2 points) The response provides information or answers in a way that suggests the matter is closed. Unsatisfactory (1 points) The response does not clearly contribute new ideas, information, or questions to the discussion.

Thoughtful and ThoughtProvoking

(4 points) The response pushes the discussion in new directions

Positive and Supportive

(4 points) The response begins with positive comments and uses an encouraging tone. (4 points) The writing is clear, concise, and grammatically correct.

(2 points) The tone of the response is mixed. Parts of it are positive, parts are negative. (2 points) Problems with typos, grammar, etc. are distracting but do not interfere with meaning.

(1 points) The response growls, barks, or bites.

Clear

(3 points) The writing is clear.

(1 points) Problems with typos, grammar, etc. interfere with understanding the meaning of the response.

Guidelines for written submissions All assignments should be handed in at the appropriate spot on the WebCampus site for this class. All assignments should be submitted in MLA format. Assignment Due Dates: Each week a new module will be posted by Sunday at noon. All assignments are due the following Saturday by midnight. Field Experience Your five hours of field observations are an important part of this class. As you watch the observation videos, complete the assignments that accompany the specific video. The field work forms are found in the NSC School of Education Field Experience Handbook. These forms will be due at the end of the semester. It is very important that you complete the field observations in a timely manner. I like to see students draw on their field experiences in class discussions. This is hard to do if you wait until the end of the class to complete your field experience hours. Completion of Field Experiences hours are REQUIRED to pass this course. School of Education Portfolio

Students will create a portfolio, based on the Framework for Teaching domains. The portfolio is a culmination of completed assignments, effective teaching strategies, models of instruction, etc. that are collected in classes, field experiences, and student teaching. Students present their portfolio in an open forum before completing student teaching. Therefore, students are strongly encouraged to collect artifacts from this course to include in their portfolio. The artifacts should reflect knowledge and skills outlined in any of the four domains: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities.
Administrative Requirements

Late Work Late work loses 20% of its value each day that it is late. Late work will not be accepted beyond three days after the due date. It is important that you discuss late work with me as soon as possible. Class Changes I retain the right to change the syllabus as the semester progresses. Students will be notified immediately if material is added to or deleted from the course syllabus. Professional Dispositions Expected of All Teacher Candidates
Teacher and Speech Pathology candidates at Nevada State College are expected to demonstrate behaviors that are indicative of the following dispositions characteristic of effective teachers and SLPs. The candidate shows a disposition toward and commitment to each of the following: 1. Maintains a positive attitude during class, field work, clinical settings and all other educational environments. 2. Is punctual to and attends the duration of class, field work assignments, therapy sessions and scheduled meetings. 3. Is honest, trustworthy, and respectful in communications and interactions with others. 4. Demonstrates ethical behavior and maintains confidentiality regarding student information and communications. 5. Online discourse and participation in classroom discussion are respectful, tolerant of, and responsive to ideas and views of others. 6. Looks for solutions to problems versus engaging in a pattern of negative behavior. 7. Provides equitable learning opportunities for all students, for example, student does not dominate class discussions and/or instructors time. 8. Communication and/or actions do not discriminate against any group. 9. Appearance, grooming and personal hygiene are appropriate for working in the school setting. 10. Uses constructive feedback from instructor or peers to improve skills. 11. Appropriate interaction with school age children during field work and student teaching.

12. Uses sound judgment and thoughtful decision making with consideration of the consequences. 13. Collaborates with peers to improve overall learning of students.

NSC General Education Assessment Program

Key Performance: Speech written for a mock town hall meeting that addresses a chosen political, social, or cultural issue in the field of education. Learner Outcome 1: Students will design lesson plans that reflect a solid understanding of content knowledge and pedagogy for engaging diverse learners. Learner Outcome 2: Students will create and manage an effective classroom environment. Define and use terminology commonly used within educational settings. (Domain 1) Explain multiple learning and teaching theories.
(Domain 1)

Identify the political, social, and cultural issues related to education. (Domain 1) Understand and apply Charlotte Danielson Planning and Preparation Framework for Teaching. (Domain 1) Develop an educational teaching philosophy. (Domain 2) Understand and apply Charlotte Danielson Classroom Environment Framework for Teaching. (Domain 2) Recognize the importance of setting and achieving both professional and personal goals throughout their teaching career. (Domain 4) Gain experiences in education that will help them set and achieve personal and professional goals in preparation for classroom teaching. (Domain 4) Understand and apply Charlotte Danielsons Professional Framework for Teaching. (Domain 4)

Learner Outcome 4: Students will demonstrate high ethical standards and a sense of professionalism by engaging in reflection on instruction, maintaining accurate records, collaborating with colleagues, communicating with families, and participating in school activities as appropriate.

Course Grading

Assignments Participation Goals Case Study Reflection Quizzes

1. 2. Learning & Teaching Theories Domains

Point Value 20 points each week 120 points total Five Points Each Total 15 Points 20 points each Total 60 points

Percentage of Grade 20%

20%

20% 5

3. Educational Vocabulary Lesson plan critique Study Mate Questions Domain Work Mock Town Hall Meeting Speech

10 points each Total 30 points

20%

25 points

20%

Grading Scale
94-100 90-93 87-89 83-86 80-82 77-79 A AB+ B BC+ 73-76 C 70-72 C67-69 D+ 63-66 D 60-62 D59-Below F

NSC POLICIES Tolerance and Civility Commitment

Each member of the Nevada State College community is responsible for fostering an atmosphere imbued with dignity, respect, tolerance, appreciation of diversity and positive regard for all members of our collegiate community. A fundamental tenet of the colleges mission is to nurture a community atmosphere free from racism, religious intolerance, sexism, ageism, homophobia, harassment, discrimination against those with disabling conditions, or discrimination based upon an individuals political views or beliefs. Within this context, all members of the college community are accountable for their own behavior and actions. The college will not tolerate behavior that violates or infringes upon the civil and statutory rights of any individual or group. As members of our Nevada State College community, each of us can feel free to express ourselves in ways that promote openness within a diverse society. Plagiarism and Cheating Plagiarism involves directly quoting, summarizing, or paraphrasing the work of others without specific indication of sources, or handing in work that is not the student's own. Cheating is the unauthorized giving or receiving of information in examinations or other exercises. The grade of "0" or "F" will be given for any assignment in which plagiarism or cheating is discovered. This grade will seriously affect the final grade in the course. Evidence of such dishonesty will be kept on file, and will not be returned to the student. Instructors have the responsibility to report such incidents to the Dean. Serious penalties may be imposed, depending on the nature of the incident.

Withdrawal from Course NSC does NOT assign an automatic "W" or "Withdrawal" grade if you stop coming to class or handing in assignments. You will receive an "F" to connote you failed the course. It is your responsibility to officially drop the course by the drop date. Use of Student Work Assignments for this course may be used as evidence of candidate learning in national, regional, and state accreditation reports of Schools and Education programs. Names and other identifying elements of all assignments will be removed before being included in any report. Students who do not wish to have their work included for accreditation purposes must inform the instructor in writing by the end of late registration. Your participation and cooperation in the review of SOE programs is appreciated. Resource Center for Students with Disabilities (RCSD) The Americans with Disabilities Act (ADA) mandates accessibility in all facets of the learning environment. The Resource Center for Students with Disabilities (RCSD) on the Nevada State College campus coordinates support services and reasonable accommodations for students qualifying as disabled under the ADA guidelines. These services are free of charge. Any student who believes s/he may need an accommodation, based on the impact of a documented disability, should contact the RCSD to speak privately with a representative about specific needs. To make an appointment, please contact the RCSD office at 702-992-2180 voice, 702-992-2098 TDD or by email at rcsd@nsc.nevada.edu.