University of Central Florida College of Education SAMPLE SYLLABUS. Introduction to Substitute Teaching

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1 University of Central Florida College of Education SAMPLE SYLLABUS I. Descriptive Information Course Title Introduction to Substitute Teaching Course Number & Section EDF 2007.M01 Suggested Prerequisites Course Credit Intended Audience: Semester Days & Time Location None 3 semester hours Students pursuing the Undergraduate Certificate in Substitute Teaching Summer A or Summer B Thursdays, 8:00 11:50 pm First Meeting: Week 1 Midterm Meeting: Week 3 Final Meeting; Week 6 UCF Orlando Campus (Teaching Academy) Instructor W. Scott Wise wwise@mail.ucf.edu Graduate Assistant To Be Name tobenamed@knights.ucf.edu Instructor s Office Department Office ED 220 B School of Teaching, Learning & Leadership ED stll@mail.ucf.edu Instructor s Tuesdays 8:00 am 10:00 am UCF Orlando Campus Office Hours Also by Appointment Catalog Description: Focuses on social and legal factors related to PK-12 teaching, including school safety, ethics, legal aspects and the roles and responsibilities of substitute teachers. 1

2 II. Course Goals & Objectives Key PEC: Professional Education Competencies ESOL: English for Speakers of Other Languages FEAP: Florida Educator Accomplished Practices Course Goals This course will introduce students to key social, ethical and legal factors associated with teaching in the PK-12 school environment. Accordingly, students will: Course Objectives Evaluate various sociological factors in modern society and their influence on school policies. Learn how schools and society respond to social issues that place children at risk. Recognize the differences and similarities among cultural groups in the United States and be able to identify the impediments to successful educational experiences for LEP and ESE students. Become familiar with the issues surrounding school safety and those factors that may mitigate student alienation/hostility. Become familiar with professional ethics through an examination of the Florida Code, the ethics statements of professional associations, and current ethical issues affecting education and its practitioners. Be exposed to facets of educational law through selected case studies that impact teachers, students, and/or curricula. Explore the laws and crucial court cases that have influenced educational practices and programs. Explore key social problems, such as substance abuse, violence, and dysfunctional home situations may impact efforts to educate children. Identify principal roles and responsibilities of the substitute PK-12 teacher. Be exposed to career options in education. 2

3 III. Resources: Textbook, Articles, Materials & Training Required Textbook Substitute Teacher Handbook, 7th edition by Utah State University, Students in the central Florida area: This and other texts will be placed in the reserve library at the Curriculum Materials Center (CMC) adjacent to the gymnasium on the first floor of the Education Complex Building. Articles Scholarly & Popular Resources in Educational Research Education Research Tutorial The online tutorials assist students in locating articles as resources that will contribute to creating the Text. Article and DVD Reviews & Reaction (see Page 5). Another valuable resource is the research librarian staff in the UCF Main Library. DVD Set The First Days of School: How To Be an Effective Teacher Harry & Rosemary Wong This popular text and set of DVDs is often purchased by teaching interns and 1 st -year teachers. Used paperback copies of the book can be purchased on sites like for $10 or less. The textbook and DVD set, which costs over $600 was purchased by UCF Libraries and is accessible in the CMC. The DVDs can be viewed in the CMC; duration, about 40 minutes each. 3

4 IV. Suggested Research Topics o Roles and responsibilities of the substitute teacher in PK-12 classrooms. o Social factors affecting PK-12 education classrooms and policy. o Recognize the differences and similarities among cultural groups represented in American classrooms. o Factors affecting children-at-risk in American schools o Key social problems, such as substance abuse, violence, and dysfunctional home situations and their impact on PK-12 classroom instruction. o Issues of school safety and factors that may mitigate student alienation/hostility. o Professional ethics o Legal factors affecting PK-12 classroom teaching. o Key social problems, such as substance abuse, violence, and dysfunctional home situations and their impact on PK-12 classroom instruction. o Professional career options in education. V. Academic Course Requirements The student will be required to meet with the instructor on at least three occasions. See Page 1 of this Course Syllabus. The first meeting occurs the first week and is designed as a Course Orientation. The second meeting occurs at a mid-semester date and is designed for students to share research findings with colleagues. After this meeting, the instructor will provide a midterm evaluation of student progress in the course. The third meeting occurs late-semester, also for sharing research findings and experiences. The instructor will provide a summative evaluation of student progress in the course. Written Contributions All class assignments are prepared on a computer to demonstrate word processing skill. Handwritten assignments do not earn course credit. The front page might include: Name Course Prefix & Number (EDF 2007) Section number. Due Date Review & Reaction (R&R) papers can be submitted anytime at the in-box (WISE) in the Education Complex Building, Suite 220 (on the second floor, adjacent to the elevator.) Papers cannot be accepted for course credit via attachment. However, students will be encouraged to send the first R&R attempt for feedback by the end of Week 1. Review & Reaction (R&R) papers can also be submitted at the class meetings. R&R papers 1 5, at the midterm class meeting. R&R papers 6 10, at the final class meeting. 4

5 Course Schedule Summer A or Summer B UCF Week Week of Topic 1 Date Here Course Registration Week Course Orientation & Ed Research Workshop 2 Date Here Mod A1 The Professional Substitute Teacher Mod A2 School District Training Report 3 Date Here Mod B1 Classroom Management 4 Date Here Mod C1 Legal Issues Mod B2 SubPack: Choose Any Topic Mod C2 First Aid Issues 5 Date Here Mod D1 Teaching Strategies Mod D2 Special Education 6 Date Here Mod E1 Fill-In Activities Mod E2 Final Exam Date Here FINAL GRADES POSTED Note: All dates and times are subject to change by the instructor. Watch the Course Update for any changes. Thanks! 5

6 VI. Evaluation and Grading System Grades A summative letter grade for the course is determined by the instructor, who considers an accumulation of course credit points earned by creating written reviews of research and experiences. Also considered is the contribution made to the class meetings. Letter grades are assigned at the end of the semester in accordance with the policies of UCF, the College of Education, and the School of Teaching, Learning and Leadership. The instructor uses the scale below as a guide. A = % or points B = 80-89% or C = 70-79% or D = 60-69% or A Grade Tracking Chart is included as the last page of this Course Syllabus. R & R papers Students create a review and reaction to articles from SCHOLARLY sources such as textbooks, journals or DVDs. Reviews for extra credit can come from POPULAR sources, such as newspapers, magazines or other documents, like a Website. There is no limit on the number of reviews that can be submitted this semester. Reviews can earn up to ten (10) points each. See the grading rubric on the next page. Review Up to 5 points A brief (1-2 page, typed) review that ties to the sources to the topic discussed will be submitted to the instructor and presented to colleagues for course credit. What was the problem/dilemma that prompted the author(s) to write the article? Who was their intended audience? Were they trying to inform or persuade? How did they go about (or suggest going about) solving the dilemma. What "plans" and moves do they suggest for us to make and take? Guess (predict) what might happen if this became common practice by you, or other professional educators. Reaction Up to 5 points A brief (about 1page, typed) reaction or original thought that came to mind while engaged in this resource will be submitted to the instructor and presented to colleagues for course credit. 6

7 Review & Reaction RUBRIC Hard copies papers will be assessed according to the criteria described below. Contact the instructor via to make an appointment if you have any questions. PART 1 Review A response to the author s ideas. Provide an in-depth discussion about a concept proposed in the text. 2 = the proposed text concepts and reader responses WERE NOT clearly identified or explained. 3 = the proposed text concepts and reader responses WERE SOMEWHAT clearly identified and explained. 4 = the proposed text concepts and reader responses WERE clearly identified and explained. 5 = the proposed text concepts and reader responses WERE VERY clearly identified and explained. PART 2 Reaction An original thought; your own idea. Based on a concept mentioned in the text, identify a situation/problem, propose a possible solution, and make a prediction about possible outcomes of the action. 2 = the problem, plan, and purpose WERE NOT clearly identified or explained. 3 = the problem, plan, and purpose WERE SOMEWHAT clearly identified and explained. 4 = the problem, plan, and purpose WERE clearly identified and explained. 5 = the problem, plan, and purpose WERE VERY clearly identified and explained. 7

8 VII. Other Sources Dellinger, J. (2005). The substitute teaching survival guide, grades 6-12: Emergency lesson plans and essential advice. San Francisco: Jossey-Bass. Campbell, D.E. (2004). Choosing Democracy: A Practical Guide to Multicultural Education. Upper Saddle River, New Jersey: Pearson, Merrill Prentice Hall. Chartock, R.K. (2004). Educational Foundations: An Anthology. Second Edition. Upper Saddle River, New Jersey: Pearson, Merrill Prentice Hall. Johnson, J.A., Dupuis, V.L., Musial, D, Hall, G.E. & Gollnick, D.M. (1999). Introduction to the Foundations of American Education, 11 th Edition, Boston: Allyn and Bacon. Manera, E.S. (Ed.) (1996). Substitute teaching: Planning for success. West Lafayette, Indiana: Kappa Delta Pi. McNergney, R.F and Herbert, J.M. (2001). Foundations of Education: The Challenge of Professional Practice. Boston: Allyn and Bacon. Pinkett, R.D. (2004). Redefining the digital divide Teaching to Change La: An online journal of IDEA, UCLA s Institute for Democracy, Education & Access. Accessed on 11/10/ Rogers, B. (2003). Effective supply teaching: Behaviour management, classroom discipline and colleague support. London; Thousand Oaks, CA: P. Chapman, Publishers. Utah State University. (1999). Substitute teacher handbook, secondary 9-12: Proven professional management skills and teaching strategies. Utah State University: Substitute Teacher Training Institute. Tozer, S.E., Violas, P.C., & Senese, G. (2002). School and Society: Historical and Contemporary Perspectives. 4 th Edition. Boston: McGraw Hill. Webb, L.D., Metha, A. & Jordan, K.F. (2000). Foundations of American Education. Third Edition. Upper Saddle River, New Jersey: Merrill, Prentice Hall. 8

9 Examples: Grade Tracking Chart Text, Article or DVD description The title of a textbook chapter Example: Substitute Teaching Handbook, Chapter 4 -or- The title of a journal here Example: Educational Leadership, October or- The title of a DVD (or other source) Example: Harry Wong DVD Series -or- The description of an in-school field experience Example: Harry Wong DVD Series Points Earned Review Reaction MIDPOINT MEETING FINAL MEETING Extra Extra SUBTOTALS FINAL TOTAL 9

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