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EDU 105 Career Inquiry in Education
Royal, Corinne E.

COURSE: EDU105 Career Inquiry into Education

SEMESTER/TERM: Spring 2006


TITLE OF FACULTY MEMBER: Adjunct Professor of Education



FACULTY OFFICE TELEPHONE NUMBER: 816-741-2000, ext. 6823, messages only




SEMESTER/TERM DATES: January 9, 2006-May 1, 2006

CLASS SESSIONS DAYS: Mondays- see syllabus for dates alternating with classroom observations.


PREREQUISITE(S): None. This is a required class for certification.  




The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.



Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


COURSE TEXTBOOK(S):  Ryan, K. and Cooper, J. (2004).  Those Who Can, Teach. 10th Edition Boston:   Houghton Mifflin Co.

   Schultz, F. (ed.) (2005/06).  Annual Editions: Education .  Dubuque:  McGraw Hill/Dushkin Publishing.


COURSE DESCRIPTION: Course Description – Career Inquiry into Education – Students will visit a variety of schools, ranging from pre-school to high school, including both public and private. Students will be expected to react both orally and in writing to those observations as well as to issues involved in choosing teaching as a career. Students will write the autobiography and 1.1 for the Profession Portfolio.


FACULTY’S EDUCATIONAL PHILOSOPHY: We are beginning a career search through reading, observation, and discussion. Students will be expected to respond in writing and orally to the readings and to their site visits.  The course will focus on some basic questions: the history of teaching, the art of teaching, the profession of teaching, and the process of becoming a teacher.


LEARNING OUTCOMES The student will

1.  experience the classroom at various levels and contexts. (Mo STEP 1.2.3, 1.2.9, K1, 4,

      8,   9; S 8, 9,16: D 1-10,14,16,20, 21,23.

2.      read and discuss articles from professional journals about the current environment for teaching.(MoSTEP1.1.1,1.1.2 ; K 1,11,7,9,10 ; S  16, 17; D 10,18.20,21,25)

3.      reflect and write on the professional preparation and responsibilities for teachers.

(Mo STEP 1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.7, 1.2.8,1.2.9,1.2.10; K 1-11: S 8,9,10,11,16,17,18 ; D  begin work on each of these.)

4.       write essays and various other critiques that include their professional interpretation of  the School of Education Frameworks and current trends in education.

 (MoSTEP 1.2.9; K 6, 8, 10, D 16,17,19,20, 21)

5.    read the text chapters and utilize them in class discussion and written summaries. (Mo STEP 1.1,1.2.2, 1.2.3, 1.2.7, 1.2.10)

            6.    Discuss and prepare initial portfolio documents. (Mo STEP 1.1, 1.2.9)




            28% A Mid Term* and a Final* (*Core-Assessments) take-home essay assignment. The mid term is based on the Frameworks and Dispositions of the School for Education.  The Final will be a reflection on standards 1.1 and 1.2.9 of the Education Portfolio.  At the appropriate time, a further explanation and handouts will be available. *Core Assessments are conducted to demonstrate learning for at least ¾ of the core learning  outcomes. These assessments will have a rubric for student use in completion of their learning product. These assessments will cause students to review, synthesize, analyze and evaluate material from readings assigned in this course, classroom site observations and class discussions. The grading rubric will include content, structural competency and writing skills.

14% Critiques:  There will be 5 reading reactions to research articles and 5 review summaries of the assigned chapters in the text.  These critiques will demonstrate a short review of ideas, including agree/disagree comments, clarification, and how the ideas can be used by the profession.  BE PREPARED for class discussion of these assignments.

14% Autobiography: This is in preparation for entry into the School of Education as an introduction in your Education Portfolio. The rough draft and final copy are worth 50 points each.

10% Reflective Journal:  This is a description and reflection of your site visits, readings, &/or your teaching philosophy.  Handouts and further information will be given in class.  You will need a total of seven journal entries.

            33% Participation and attendance:  As an expectation of being prepared for chapter and readings discussions and attendance for campus classes, each class session is worth points (11%).You will also earn attendance points for on-site observations (21%). You will be asked to turn in a visitation sheet with a full signature from the teacher to document each observation. 

On-site observation visitation sheets may be turned in when completed prior to the last two weeks of the term. Those handed in during the last two weeks are docked to the B grade.  Remember to divide the visits over several contexts: urban, rural, suburban; private, public, charter; and at the various grade levels. You are required to visit two classrooms at each level: elementary, middle and high school. These visits may be further documented in your Reflective Journal.


GRADING PLAN: A traditional 90% = A, 80%= B, 70% =C, grades below this are not acceptable in the profession.  See the previous paragraphs for assessment/grading specifics.


LATE SUBMISSION OF COURSE MATERIALS: The syllabus dates may upon class discussion be altered if there is a problem not foreseen when it was written. The article critiques, chapter summaries, and journals are due on the dates as printed. The visits summaries may be submitted as they are finished, but all need to be done by the last class on the syllabus.  Assignments and papers/tests are due on time and will drop a letter grade each week past due.  Writing done in class for a small number of points can not be made up when the student is absent.  All work must be in the instructor’s possession by the end of the assigned finals session.


CLASSROOM RULES OF CONDUCT: Career Inquiry into Education will often hold discussions that require students to be civil to each other when viewpoints differ on topics. The students need to turn off phones and pagers and not leave class for this type conversation. As a professional certification class, students should conduct themselves and dress appropriately even if casual. Students must dress professionally for all school classroom observations (site-visits).

Students are expected to complete all assignments on the computer as it makes writing, reading and revising much easier. Thus, students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes. DO NOT expect the instructor to print your assignments.








Jan. 9, 2006

Introduction to class, syllabus explanation, Journal #1: What Can a New Teacher Expect?

 Assignment: Read Ch. 15 & 13 in Those Who Can, Teach, and Write a REVIEW to one chapter.

In Annual Editions, Education 05-06, Read & react to article #19 OR #40.  Due 1/23.


Jan. 16

Martin Luther King’s Birthday NO CLASS


Jan. 23

Discuss readings & collect assignments. Discuss visitation process and expectations. Journal #2-3P’s of the School.

Assignment: Read chapter 1 & 2, “What is a School?” and “Who are Today’s Students?” Review one chapter. Read & write your reaction to Article 11 or Article 29 in Annual Editions. Due 2/6.


Jan. 30

SITE VISIT-No class at Park


Feb. 6

Discuss INTACK Standards and Classroom Observations. Review Part One of the text. Discuss Autobiography format.

Assignment: Read chapters 3 & 4, “What Social Problems and Tension Points Affect Today’s Students?”, and “What is Taught?” Read Article #26 or 27 and write a reaction paper to one. Journal Entry #3-Standards, and Autobiography Rough Draft Due 2/27.



Feb. 13

SITE VISIT-No class at Park


Feb. 20

President’s Birthday



Feb. 27

Discuss Portfolios and collect Autobiography rough drafts.

Take home Midterm: Respond to 2 of the 3 questions. Each response is two typed pages. Due Mar. 13.

Autobiography Final Copy due Mar. 20.


Mar. 4-12

March 6



March 13

Collect & discuss midterm questions/responses; “What is effective teaching?”

Assignment: Read chapters 5, 6 and 7 from Those Who Can, Teach and write a review of chapter 5, “What makes a Teacher Effective?” OR chapter 7, “What are the Ethical and Legal Issues Facing Teachers?”  Read and react to Article #25 in Annual Editions. Due 3/20.


March 20

Discuss Education Foundations & Reform. Review Park Frameworks & Standards. Collect Autobiography FINAL copy.

Assignment: read chapters 9-11, and review ONE chapter. Read either Article #8 or #23, and write a reaction to one.

ALL Journal entries due 4/3.


March 27

SITE VISIT-No class at Park


April 3

Discussion of observations and Standards Requirements.

Journals due-all 7 entries completed by this date.

Assignment: Read chapters 12 & 14. Prepare rough draft of Standard 1.1-due 4/17.


April 10

SITE VISIT-No class at Park


April 17

Rough draft & discussion of Final requirements. FINAL copies of 1.1 & 1.2.9 due May 1. ALL VISITATIONS DUE FOR FULL CREDIT on AP. 17.


April 24

SITE VISIT-No class at Park.  Complete final format of Standards due May 1.


May 1

FINAL class- final exam

ACADEMIC HONESTY: “Academic integrity is the foundation of the academic community.  Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.” Park University 2005-2006 Undergraduate Catalog Page 85-87


PLAGIARISM: “Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another’s idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing.”  Park University 2005-2006 Undergraduate Catalog Page 85-87



Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

*NOTE: An attendance report of “P” (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2005-2006 Undergraduate Catalog Page 89

*EDU105 students are required to email the instructor by Wednesday to report in on their observation status on the weeks that the class is not meeting in order to be counted as present.


DISABILITY GUIDELINES: Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal. It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University’s policies and procedures related to disability can be found on the Park University web page: .

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