EDUCATION 203: FOUNDATIONS OF EDUCATION Carson-Newman College Fall 2011 INSTRUCTOR INFORMATION Class Meeting Time: 4:30-7:15 Thursdays Instructor: Sharon T. Teets, Ph.D. Office: 32 Stokely Memorial; 471-3462; 471-0023 (home, answering machine); 310-9821 (cell) E-Mail: steets@cn.edu OFFICE HOUR INFORMATION I am usually in my office from 8:00 until 5:00, unless I am in meetings. I also teach EDUC 461 at 12:00 on Monday. Feel free to drop by, but if it is important to see me about a specific issue, please email me or call me to schedule an appointment. Please schedule at least one appointment early in the semester, and then feel free to schedule appointments as needed throughout the semester. COURSE DESCRIPTION Survey of historical, sociological, and philosophical foundations of American education. TEXTBOOK Kauchak, D., & Eggen, P. (2011). Becoming a professional: Introduction to teaching (4 th ed.). Upper Saddle River, NJ: Pearson. The Carson-Newman Writing Guide and APA Manual of Style (6 th ed.) Assigned readings from various Internet sites, professional journals, standards publications, and books. The Carson-Newman College Teacher Education Conceptual Framework should be considered a text for the course. Foundations of Education is an important part of the conceptual framework, because it is a course required of all candidates seeking teacher licensure. In this course, the conceptual framework is used to analyze requirements for teachers as well as various contemporary and historical issues. STUDENTS WITH DISABILITIES Any student with a special documented disability (sight, hearing, language, mobility, etc.) which may affect class activities should contact David Humphrey, Box 72018, 471-3268, or dhumphrey@cn.edu. His office is located in the Wellness Center. ATTENDANCE POLICY All students are expected to be present for class, and they are responsible for any material/ assignments/announcements covered or made in their absence. As stated in the college catalog, the attendance policy for this course is as follows: Attendance at all class meetings is expected, and students are responsible for all the work of all class meetings. If students miss class for any reason, they are obligated to obtain assignments for work missed. Students will not be penalized and can make up class work they miss if a documented illness, the death of immediate family member, or participation in a collegesponsored activity caused the absence. Otherwise, the instructor has no obligation to allow students to make up their work. 1
Academic activity will be monitored for all students. Each individual faculty member will establish the consequences for absences and publish these in the course syllabus. [NOTE: In this class, attendance and late arrivals/early departures will be recorded for each session. Failure to attend and participate fully will result in a lowered number of points for the class participation grade, thus impacting the final grade for the course.] Any student who does not attend class during the first week the class meets will be administratively dropped from the class for non-attendance. Enrollment status (full-time/parttime, etc.), billing, and financial aid eligibility may be affected by this withdrawal. Refer to the Refund Section of the catalog for more detailed information. Students who fail all courses due to non-attendance or lack of academic activity will be administratively withdrawn from the college for the semester. The last date of academic activity will be used to determine the date of the administrative withdrawal from the college. Financial Assistance recalculations will be processed for students who are administratively withdrawn from the college within 45 days of the date of determination. If a student is administratively withdrawn from the college, financial assistance eligibility may be affected. ACADEMIC HONESTY POLICY All students are expected to be honest. Academic dishonesty, according to the college catalog, includes, but is not limited to: giving or receiving aid on tests; plagiarizing papers, assignments, book reviews; removing and/or copying test questions from office files. The consequences for being found academically dishonest are serious and range from an F grade on an assignment, an F in the course, and/or expulsion from the college. SYLLABUS CHANGE AND EXTRA CREDIT POLICY Instructors may reserve the right to change the syllabus to meet the needs of students. Students are responsible for recording any changes announced in class. No extra credit will be given unless the credit is available to all students. OBJECTIVES Persons who are being licensed to teach in Tennessee are required to meet licensure standards established by the Tennessee State Department of Education. Foundations of Education is one of the courses that is required of all persons who are seeking to become licensed as a teacher through Carson-Newman College's teacher education program, and the course content is specifically designed to meet the expectations as stated in Standards 6, 9, and 11 (and their supporting explanations). Standard 6: Communication. Candidates use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Standard 9. Reflective Practitioner. Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents and other professionals in the learning community) and who actively seek out opportunities to grow professionally. Standard 11. Technology. Candidates use technology to enhance their professional growth and productivity. In addition, Foundations meets parts of other standards in several licensure areas, particularly with regard to ethics, values, and the overall organization of schools in the United States. Based on these standards, 2
the following objectives have been formulated. Objectives are referenced to specific items on the outline of course content. At the conclusion of Foundations of Education, students will: 1. Begin to identify and analyze factors that influence the decision to become a teacher; 2. Develop and use the vocabulary appropriate for the profession; 3. Demonstrate an understanding of professional and ethical behavior for teachers; 4. Establish professional goals; identify and use appropriate sources for professional growth and development as a pre-service student and as a beginning teacher; 5. Describe how the diversity of the culture in the United States influences the need for professional development of teachers; 6. Identify historical and contemporary factors that contribute to the present state of education in the United States today; 7. Demonstrate an understanding of the legal issues that have affected schools historically and the ways in which legal issues impact teacher behavior in the present day; 8. Demonstrate an understanding of how one s philosophy of education impacts decision-making of teachers and administrators; 9. Demonstrate a beginning understanding of the factors that affect the curriculum and instructional strategies used in schools in the United States; 10. Describe the patterns of organization and financing of schools in the United States; and 11. Connect what is learned in the classroom with educational issues in the local community. OUTLINE OF COURSE CONTENT Based on the initial planning activity with students, the course will be organized around the theme of Professional Development of the Teacher. The major categories of the course are: What I Teach: Understanding the Discipline and the Factors that Influence Curriculum Who I Teach: Understanding the Diversity of Students in P-12 Classrooms How I Teach: Understanding the Development of Teaching and Classroom Management Strategies Who I am as a Teacher: Understanding Motivations and Expectations and Planning to Meet those Expectations TEACHER EDUCATION PROGRAM ADMISSION REQUIREMENTS Foundations of Education is the course through which undergraduate students complete many of the requirements for admission to the Teacher Education Program: Information Form; Interview; Registration for PRAXIS I: PPST (Pre-professional Skills Test) or Presentation of Evidence of a 22 on the ACT or 1020 on the SAT; Two Recommendations from Faculty Members; and TBI Background Records Check. 3
COURSE EVALUATION STRATEGIES Based on an initial activity assessing learning preferences, the course evaluation strategies are varied to represent various learning style preferences. Further details about each evaluation strategy will be presented in class and posted on Blackboard; those details should be considered as an official addendum to the syllabus. Professional Development Plan: 400 Resume Conceptual Framework Paper Licensure Standards/Curriculum Paper Philosophy Statement Self-Assessment and Appropriate Artifacts Teacher Education Program Admission Requirements Professional Activities Content Assessments 200 Practicum 200 Class Participation 200 Total 1000 Grading Scale: A = 930-1000; B = 850-929; C = 750-849; D = 680-749; F = 0-679 CALENDAR (Chapters are to have been read by the date on the syllabus, before class) Who am I as a Teacher? August 25 Introduction and Thinking about Why Teach? Chapters One and Two; Roster/Resume September 1 Professional Requirements of Teachers Unit Conceptual Framework Review Chapters One and Two Understanding the Context of Who and What I Teach and Who I am as a Teacher... September 8 History of Education in the United States Chapter 6 Final Copy of Resume Due in Drop Box on e360 25 Points CA Assessment One 25 Points September 15 September 22 Alternative Assignment Licensure Standards Unit Conceptual Framework Paper Due in Drop Box 25 points Self-Assessment One 25 points Philosophy of Education Chapter 7 First Draft of Philosophy Paper Due in Drop Box 25 points September 29 Governance of Schooling and Legal Control of Schooling Chapters 8 and 9 First Practicum Report Due in Drop Box 25 points Content Assessment Two 50 points 4
October 6 October 13 October 20 What Do I Teach? October 27 November 3 How Do I Teach? November 10 November 17 November 24 Legal Issues Chapter 10 Who do I Teach? We Teach Children... What are they like? Chapter 3 Content Assessment Three 50 points Tentative Class Participation Feedback from Instructor Children from Diverse Backgrounds Chapters 4 and 5 The Curriculum Chapters 11 and 14 The Curriculum Chapters 11 and 14 Second Practicum Report Due in Drop Box 75 points The Learning Environment Chapter 12 Content Assessment 25 points Professional Development Activities Due in Drop Box--50 points Instructional Strategies Chapter 13 Admissions Requirement Report Due in Drop Box 25 points Professional Development Draft Plan Due for Checking Thanksgiving Holiday Who am I as a Teacher? December 1 Revisiting the Content of the Course Chapter 1 and 2 Final Professional Development Plan 200 points December 8 Summary/Review/Evaluation Final Content Assessment 50 points Final Practicum Packet 5